Teachers’ Knowledge and Application of Classroom Management Techniques in Business Education

Abstract

The study investigated teachers’ knowledge and application of classroom management techniques in business education.  Two research questions were posed to guide the study while one hypothesis was formulated and tested at 0.05 level of significance.  A total of 86 teachers were studied, purposive sampling was employed for the study.  The instrument for the study was named Teachers’ Knowledge and Application of Classroom Management Techniques in Business Education Questionnaire (TKACMTBEQ), with a four point modified Likert scale of highly extent to no extent. 6 teachers validated the instrument and a reliability coefficient test using test-retest method yielded a correlation of 0.89.  Mean rating was used to answer the research questions while T-test for large group mean was used to test the hypothesis.  Findings revealed that teachers’ knowledge in classroom management and the application of classroom management techniques is not significantly different from each other and that most teachers are yet to be knowledgeable on issues relating to classroom management techniques.  Conclusion drawn from the study is that where teachers manage their classrooms effectively, students will certainly gain from every lecture and will be happy to find themselves in such teachers’ class and also be proud of such teachers wherever they may be found.  Based on the findings and conclusion drawn from the study, recommendations made amongst others were that teachers should be well equipped and knowledgeable on classroom management and ensure that techniques such as counselling approach, rote discipline, addressing the needs of students both in terms of what they teach and how they teach, facial expressions and gestures, and devoting time to each individual learner are employed in the classrooms.

Keywords: Teachers Knowledge, Application, Classroom Management, Techniques, Business Education.