THE PROBLEM OF CLASSROOM MANAGEMENT
(A Study of Rimi College, Kaduna)

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ABSTRACT
The study examines the role of the teacher in classroom management. The population of the study consist of the entire teachers of Rimi College Kaduna. Out of 52 staff, 27 were selected as the sample size. Questionnaire constituted the instrument of data collection. The mean (x) was used to analyze the five liker questionnaires based on the research questions. The analysis indicated that the function of the teacher in classroom management if basically planning of lesson, inculcating discipline, delegating responsibility and ensuring decorum that will make such class conducive for teaching and learning. Classroom management is effective on students achievement because help to create a conducive environment that is conducive for learning and also facilitate lesson planning and class administration enhances teaching and learning.

Classroom management influence the academic and moral development of student positively. But inspite of the positive effect and role of teachers in classroom management, it is constraint with challenges arising from lack of proper research in classroom management as well as lack of training of teachers on modern techniques of classroom management. As such, it is recommended that teachers should be trained and retrained through on-the-job training on classroom management techniques and approaches.

TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study – – – – – – 1
1.2 Statement of the Problem – – – – – – 2
1.3 Objective of the Study – – – – – – – 3
1.4 Significance of the Study – – – – – – 4
1.5 Research Questions – – – – – – – 5
1.6 Scope of the Study – – – – – – – 5
1.7 Definition of Terms – – – – – – – 6
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction – – – – – – – – 8
2.1 The Role of Teacher in Classroom Management – – 8
2.2 Effects of Classroom Management – – – – 9
2.3 The Characteristics of Classroom Manager – – – 11
2.4 The Role of the Teacher in Classroom Management – 12
2.5 The Impact of Teacher on Classroom Management – 15
2.6 Challenges of Classroom Management – – – – 19
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction – – – – – – – – 22
3.2 Research Design – – – – – – – 22
3.3 Area of the Study – – – – – – – 23
3.4 Population of the Study – – – – – – 23
3.4 Sample and Sampling Procedure – – – – – 23
3.5 Research Instrumentation – – – – – – 24
3.5.1 Validity – – – – – – – – – 25
3.5.2 Reliability – – – – – – – – – 25
3.6 Procedure for the Administration of the Instrument – 26
3.7 Method of Data Presentation and Analysis – – – 26
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Introduction – – – – – – – – 28
4.2 Analysis of Respondents Demography – – – – 28
4.3 Data Analysis – – – – – – – – 30
4.4 Summary of Findings – – – – – – – 38
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary – – – – – – – – – 40
5.2 Conclusion – – – – – – – – – 41
5.3 Recommendations – – – – – – – 42
5.4 Suggestion for Further Studies – – – – – 43
References – – – – – – – – – – 44
Appendix – – – – – – – – – – 47

CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Classroom Management is about creation of positive learning environments. But the concept of positive learning environment is both broad and vague.
Despite educator’s concerns with the nature of classroom learning environments, few recent studies have investigated either teachers’ knowledge or practices of classroom management in positive learning environments. As such there is inadequate understanding of how teachers support both engaged learning and positive social interaction (Oakes, 2009).
In this regard, so many writers and researchers have urged educators to move toward broader and more comprehensive positions on issues of classroom management in (Jones, 2006). As Jones advocates, “at its best, classroom management is not only a means to effective instruction, it has also becomes a vehicle for providing students with a sense of community and increased skills in interpersonal communication, conflict management and self control.

Nevertheless, lack of recent empirical evidence has left educators without clear direction and understandings of what knowledge and practices teachers utilize in creating and managing socially complex learning environments. It is as if educators understand the blueprints for a house, but not the tools with which to construct it. As such educators are hampered in their efforts to provide prospective teachers with the appropriate tools to implement their visions for establishing positive learning environment. It is against this background the researchers sees the subject matter of this research as an empirical issue worthy of investigation.

1.2 Statement of the Problem
The difficulty of novices in dealing with the complexities of teaching and the social immediacy of the classroom is no small issue. This is so because most teachers are constraint by classroom management because of the dynamic nature of teaching. On the other hand, the complexity of classroom setting also impede teaching sequel to the perception by beginning teachers that classroom management is complex. This is an obstacle to effective planning for positive learning environment. As such the subject matter: The role of teachers in classroom management is seen as an empirical issue worthy of investigation.

1.3 Objective of the Study
The central objective of this research is to examine the role of the teacher in classroom management, the specific objectives are:
i. To examine the function of teacher in classroom management.
ii. To identify the effectiveness of classroom management on student achievement in Rimi College, Kaduna.
iii. To find out how classroom management influence development setting in Rimi College, Kaduna.
iv. To identify the problem militating against classroom management in Rimi College, Kaduna.

1.4 Significance of the Study
The significance of a study of this magnitude cannot be overemphasized, local government education department, state and federal ministries of Education involved in policy formulation and implementation, school management, incoming students and above all teachers as well as researchers will find this really significant especially as they utilize the findings.
To the local government departments as well as state and federal ministries of education engage in policy formulation and implementation, the finding of this study can be used as a basis for enacting policies that will effectively improve the quality of classroom management and standard of education.
School management can also use the result of this study as an insight in formulating strategies to effectively run their schools.
It should be noted that this study is of scholarly importance. As such teachers as well as students undertaking research work similar to the present study and other scholars alike who may wish to use this work as a reference material or a springboard for their own research, will find this study useful.
1.5 Research Questions