Measuring Teacher Classroom Management Skills: A Comparative Analysis of Distance Trained and Conventional Trained Teachers

Abstract

Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country.  The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers - and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.

Keywords: Distance training; conventional training, effective behavior management, instructional learning.