Teachers' classroom management strategies in implementation of formal curriculum in public primary schools in Ithanga zone, Murang' a county, Kenya

Abstract

The main aim of a school is to implement the stipulated formal curriculum in a formally planned and organized manner. In all schools, effective classroom management is a crucial element in effective teaching and learning. If a teacher can not obtain students' cooperation and involve them in instruction activities, it is unlikely that learners will acquire the intended objectives. Hence, the main purpose of this study is to identify teachers' management strategies in the implementation of formal curriculum in Ithanga Education Zone, Murang'a County. The study was guided by the following objectives: To identify strategies used by teachers in planning and organizing classroom instructions, to identify strategies used by teachers in creating conducive learning climate, to identify strategies teachers use in organizing learning environment and materials and also to seek teachers suggestions on enhancing classroom management in Ithanga education zone. The study used descriptive survey design and targeted 12 primary schools and 180 teachers in the zone. A sample of six primary schools and 36 teachers were selected using purposive sampling technique. Information was gathered using teachers' questionnaires and observation schedule. Quantitative data was analyzed using descriptive statistics such as, frequencies and percentages. Data was displayed graphically by use of tables and pie charts. Qualitative data was first categorized into patterns and then summarized. This study is of great significance to teachers by providing information on effective classroom management strategies. It will also benefit the Ministry of Education in developing appropriate policies in classroom management that will lead to effective implementation of curriculum. The studies found out that majority of teachers are aware of their duty as classroom managers. Teachers were also aware of various classroom management strategies that can be used in different classroom variables. However, most of these strategies were rarely used while others were neglected. The study also found out that teachers faced constrains during classroom management these challenges included lack of appropriate knowledge and skills in classroom management strategies, heavy workload, lack of time and lack of professional support from education administrators. The researcher recommends that the Ministry of Education should review teacher training curriculum to ensure teachers are well equipped in classroom management strategies. The ministry should also employ more teachers so as to reduce teachers work load and teacher-pupil ratio. This will create more time for instruction planning and class control.