Teachers’ classroom management strategies’ influence on their role performance in public secondary schools in Machakos County, Kenya
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Date
2024-10
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Teachers’ classroom management strategies are fundamental for successful performance of their roles. Traditionally, teachers enjoyed legitimacy over the students, but that has since been challenged by egalitarian educational policy reforms and technology to a two-way social relationship with students. However, in developing countries, Kenya included, research shows that mostly legitimate and coercive management strategies are used. That gap calls for more research in the area, thus this study explored Teachers’ classroom management strategies and its influence on their role performance in public secondary schools in Machakos County. The objectives of the study were to: establish the influence of teachers’ use of legitimate classroom management strategy on their role performance, determine how teachers’ utilization of expert classroom management strategy influences their role performance, find out the influence of teachers’ use of referent classroom management strategy on their role performance, and to determine the how teachers’ use of reward/coercive classroom management strategy influences their role performance in public secondary schools in Machakos County. The study was anchored on Dynamic Systems Theory (DST) by Henri Poincare (1854-1912). The DST as open system has inputs, transformation process and output. The theory was applied in context of teacher classroom management strategy and its influence on role performance which are complex and dynamic in nature. Descriptive survey research design was used. The target population was 369 principals, 4,365 teachers and 63,973 Form two and three learners in the 369 public secondary schools in Machakos County. Probability and systematic sampling were used to select 37 principals, and 185 teachers to take part in the study. Additionally, Slovenes formula as quoted in Yamane’s (1973) formula was used to select the students’ sample of 397 bringing the total respondents to 619. The sample of 619 was proportionately allocated to the nine sub counties according to their populations. Systematic, stratified and simple random sampling was used to sample the respondents at the school level. An interview schedule was used to collect data from the principals while questionnaires were administered to students and teachers. Validity of the questionnaires and interview schedules were established through expert judgement. The study used the Statistical Package for Social Sciences (SPSS) to aid in statistical analysis. Mean score of above 3 was considered to be a great extent on application of classroom management strategies. The findings show classroom management strategies are used to great extent as indicated (M=4.18, SD=0.52) and (M=3.88, SD=0.70) for legitimate, (M=4.12, SD=0.43) and (M=4.14, SD=0.68) for expert, (M=4.37, SD=0.42) and (M=4.37, SD=0.42) for referent and (M=4.11, SD=0.52) and (M=3.42, SD=0.74) for reward among teachers and students respectively. Regression analysis established a positive linear relationship between teachers’ application of the four types of classroom management strategies. Thus, the study concludes that teachers’ use of the four classroom management strategies had positive influence on their role performance. The study recommends that the Ministry of Education needs to review teacher training curriculum to equip the teacher with classroom management strategies that are recommended in the Basic Education Act, 2013 in their role performance
Description
A thesis submitted in partial fulfilment of the requirements for the award of the degree of doctor of philosophy in (Educational Management) in the school of education and lifelong learning of Kenyatta University, October, 2024
Supervisors:
Dr. Hellen Kiende Guantai
Dr. Peter Nyaga