An analysis of classroom management strategies used in promoting positive student behavior at Taketime High school in Mutoko district, Zimbabwe.
- Author
- Kutya, R.
- Title
- An analysis of classroom management strategies used in promoting positive student behavior at Taketime High school in Mutoko district, Zimbabwe.
- Abstract
-
This study, titled "An Analysis of Classroom Management Strategies Used in Promoting Positive
Student Behavior at Taketime High School in Mutoko District, Zimbabwe," aims to explore and understand the strategies employed by secondary school teachers to manage student behavior effectively. The objectives of the study were fourfold: (1) to identify the classroom management strategies commonly employed by secondary school teachers, (2) to examine the effectiveness of these strategies in fostering positive student behavior, (3) to investigate the perceptions and experiences of teachers regarding the implementation of classroom management strategies, and (4) to explore the relationship between classroom management strategies and student engagement, academic achievement, and overall classroom atmosphere. The study employed a qualitative research methodology, with data collected through interviews and
questionnaires. The population of the study consisted of 813 students and 34 teachers at Taketime High School, with a sample size of 15 students and 4 teachers selected for in-depth analysis. The findings revealed that teachers
commonly use a mix of proactive and reactive classroom management strategies. Proactive
strategies included setting clear expectations, building positive relationships, and creating engaging lesson plans, while reactive strategies involved addressing misbehavior promptly and consistently. The effectiveness of these strategies varied, with proactive approaches generally being more successful in fostering positive behavior and engagement. Teachers reported that consistent application of classroom management strategies leads to better student behavior, higher engagement levels, and improved academic performance. A strong relationship was found between effective classroom management and a positive classroom atmosphere. Based on the findings, the study recommends the implementation of tailored professional development programs for teachers, the establishment and regular review of clear behavioral policies, and the creation of interactive and engaging lesson plans. Further research is suggested to include a broader geographical scope, different school types, longitudinal studies, and the use of mixed-methods approaches to provide a more comprehensive understanding of classroom management strategies. By addressing these recommendations, educators and policymakers can develop more effective strategies to promote positive student behavior and enhance the overall educational experience at Taketime High School and beyond.
- Date
- 2024
- Publisher
- BUSE
- Keywords
- classroom management
- student behavior
- Supervisor
- Dr M. Mhishi
- Media
-
KUTYA RUTH