Approaches of Primary School Teachers for Classroom Management in District Sanghar of Sindh Province.

Abstract

A survey was performed during 2013 to examine approaches related to classroom management adopted by the primary school teachers in Sanghar district of Sindh province. Certain classroom management approaches were developed which included student-centered and teacher-centered classroom management approaches. Six boys and four girls’ primary schools were selected, using 23 male and 16 female school teachers. Classroom Management Inventory was based on some 27 items related to student-centered and teacher-centered classroom management approaches presented to respondents and they were asked to respond according to their belief and acts in their respective classrooms to explore the gender effect. Both descriptive and inferential statistics were utilized to analyze the data. One-way ANOVA (within and between genders) was employed to investigate the dominant classroom management approaches highly significant (P<0.01) differences in responses of male and female primary school teachers were recorded for dominantly adopted classroom management approaches. The female primary school teachers were more positive and willing to adopt student-centered classroom management approaches as compared to the male primary school teachers. The male teachers fairly persisted on teacher-centered classroom management. It is suggested that the teacher education for primary school level teachers may be made more effective for their motivation and skill development for adoption of student-centered classroom management approaches.