CLASSROOM MANAGEMENT AND TEACHER TASK PERFORMANCE IN PUBLIC SENIOR SECONDARY SCHOOLS
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Abstract
This study was set to examine the classroom management and teacher task performance in public senior secondary schools in Oyo State, Nigeria. The populations of the study were basically teachers and students from selected public secondary schools in Ibadan Local Government Area of Oyo state. The study was guided by four research questions and two hypotheses.
The study employed the survey research design; questionnaires in addition to library research were applied in order to collect data. Primary and secondary data sources were used and data was analyzed using the chi square statistical tool at 0.05% level of significance which was presented in frequency tables and percentage.
The study findings revealed that classroom discipline influence teacher’s task performance in public senior secondary schools in Oyo State, there is a significant correlation between teachers’ job performance and school effectiveness in public senior secondary schools in Oyo State.
Also, teachers’ subject mastery influence school effectiveness in public senior secondary schools in Oyo State. It was concluded that there is a strong and direct connection between professionalism and teacher’s task performance. The study recommended that the government and school administrators should make the school environment more conducive for the teachers in order to increase the level of teachers’ job satisfaction and performance.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
A society’s ability to grow its workforce depends heavily on its teachers, who are essential participants in the teaching-learning process. Students receive knowledge, information, skills, attitudes, beliefs, ideas, and values from them, and as a result, they become valuable members of society in their many vocations.
The Federal Republic of Nigeria (NPE, 2014) emphasized the crucial responsibilities played by school teachers by stating that no country could surpass the caliber of its instructors or surpass the caliber and stature of its educational system. The people who can actually carry out educational objectives are the teachers.
Teachers, according to Abdul-Rashid and Bokkasam (2005) and Opinmi (2014), are significant change agents who, by virtue of their instruction and supervision of classroom activities, bring the curriculum and goals of education to life. Therefore, ensuring that extracurricular and curriculum activities are appropriately organized and carried out to promote students’ holistic development is a part of the job of instructors. Effective teacher performance is essential for achieving educational goals and objectives.
Classroom management involves how the teacher works, how the class works, how the teacher and students work together and how teaching and learning happen. For students, classroom management means having some control in how the class operates and understanding clearly the way the teacher and the students are to interact with each other (Akpakwu, 2016).
For both teachers and students, classroom management is not a condition but a process. Classroom management could pose a problem to the teacher, if he lacks the competence to create the setting, decorate the room, arrange the chairs, speaking to children and listen to their responses, putting routines in place and then executing, modifying and reinstating them, developing rules and communicating those rules to pupils.
Discipline is a function of the interaction between teacher and student that brings about self-control and respect for authority (Ajayi, 2012). It entails creating and keeping rules based on reciprocal understanding limits that must not be breached. Poor classroom management may influence the teacher’s task performance negatively. It is therefore important that teachers learn to effectively manage their classrooms for a greater output.
According to Faremi (2021), teachers’ task performance refers to their ability to effectively carry out their given activities and obligations inside the educational system. Byas and Rue (2000) viewed teachers’ task performance as a result of job completion. It assesses job performance and compliance with school policies, expectations, and educational objectives.
According to Faremi (2021), a teacher’s task performance includes successful teaching, classroom administration, student discipline, motivation, and leadership positions within the educational system. According to Adejumobi and Ojikutu (2013), various factors, including class preparation, job commitment, supervision, and evaluation, might impact instructors’ performance.
It is crucial to remember that the effectiveness of an educational system is mostly determined by the actions of its teaching staff. According to Kukuru (2011) and Omolayo and Oluwafemi (2012), an organization’s success is largely dependent on how successful its workforce is, including secondary school teachers.
Therefore, task performance is a crucial factor that could affect the achievement of corporate goals and objectives. Teachers’ ability to complete tasks effectively is crucial to the operation of a school because it helps students meet their short- and long-term learning goals. The success, contentment, and environment of the classroom are significantly impacted by the work that teachers do (Haldimann et al., 2023; Duckworth et al., 2020). Research highlights the impact that teachers have on students’ conduct as role models and influences.
Together with other material and managerial inputs, teachers are emphasized as a critical component of successful schools in the World Bank’s 2018 Operations Evaluation Department document. Research categorize educational inputs into “hardware” and “software,” stressing the significance of institutional structure, management, and setting (Capone and Petrillo, 2022). Researchers consistently support the beneficial association between teachers’ work performance and school success.
According to Abiodun-Oyebanji (2010), the majority of instructors lack commitment to their work. The researcher further highlighted that many teachers are deficient in the area of subject mastery and class preparation. Teachers who are proficient in their subjects and write well-prepared lesson notes are likely to be better at both teaching and completing other duties that are given to them.
To determine how effectively a teacher has carried out his or her task, one must first consider how well they can plan, coordinate, control, and manage their teaching activities. They also need to be able to manage students’ behavior both inside and outside of the classroom, as well as how committed they are to their jobs and the achievement of the school’s goals. In many secondary schools in Oyo State, Nigeria, instructors’ ability to learn subjects, prepare lesson notes, and use proper teaching methods is lacking.
Many secondary school instructors in the state exhibit poor task performance due to ineffective instructional practices. Writing up-to-date lesson notes is a crucial part of teachers’ teaching tasks, but it is often a source of disagreement between teachers and their principals. Additionally, many teachers are unwilling to write lesson plans, and when they do, they are often haphazardly done, jeopardizing the achievement of classroom objectives.
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