Browsing by Author "Ebabey Zemene"

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    Teachers Classroom Management Practices in Government Secondary Schools in Nifas Silk Lafto Sub-City
    (Addis Ababa University, 2023-06) Ebabey Zemene; Befekadu Zeleke (PhD)
    The main purpose of this study was to assess Teachers Classroom Management practices and Students Academic Performance in Government Secondary School in Nifas Silk Lafto Sub-City at Addis Ababa City Administration. The research design employed in the study was descriptive survey. The research method was both quantitative and qualitative approaches. The sampling techniques employed were purposive, availability and simple random sampling. The sample size was 84 teachers, 4 vice principals,4 main principals,4 supervisors and 98 secondary school students with the total of 194 participants out of 7013 study populations. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, and supervisors. Questionnaires were administered to 72 teachers, 4 vice principals, 4 main principals, 4 supervisors and a total number of 12 administrative organs of the school. The questionnaires were prepared for both teachers and students. There were a total number of 194 participants a total 84 teachers filled questionnaire. The rest 98 students were all of them properly filled and returned the questionnaire. Then, the information gathered through close-ended questionnaire was analyzed using percentage and mean score by rounding up the mean and standard deviation result. Meanwhile the information gathered through interview and open-ended questions were analyzed clearly. Results of document analysis were also described alongside of each table under the questionnaire results. The findings of the study indicated that the factors influencing classroom management affects students’ academic, behavioral and over all educational achievement. The improper Classroom management practices and systems are those factors can easily make a decline on learners’ achievement. The different stakeholders and such as principals, PTSA, teachers, school communities and the like played role to overcome the problem of classroom management. The school principals, PTSA, students’ families and supervisors were providing insufficient activities on classroom management. The major challenges identified were, lack of training, lack of plan on classroom management, lack of commitment, lack of parents’ participation, disciplinary infraction, lack of inadequate classroom, school facilities, educational inputs and lack of experiences haring and on job training and the insufficient allocation of budget brings less achievements. To overcome the challenges encountered, recommendations have been forwarded. The recommendations from the findings of the study includes preparing plan on classroom management, orienting teachers in advance with the overall implementation of classroom management, parents should advise their children and follow them at school, motivating all stakeholders to willingly take more responsibilities in the implementation process, and allocation of sufficient resources by education office to effectively achieve the intended goals. Key Words:- Classroom Management, Academic Performance, Learners Behavior, Educational Achievement