This research project is on the Problems of Classroom Management in Some Selected Secondary Schools in Ughelli North Local Government Area of Delta State. Some selected secondary schools which amounted to eleven (11) were used for the research. Thirty respondents were selected from each of the schools totaling three hundred and thirty (330) respondents. The researcher then used the instrumentation of the questionnaire to get responses from the respondents by administering the questionnaire to them. Same was collected after two weeks; the result was then collated, analyzed and interpreted thus: that teachers’ teaching skills can minimize disruptive behavior in the classroom, thereby improving classroom management, that lack of knowledge of subject area contributes to poor classroom management, moreover, the result also shows that students always take note of teachers’ dressing in the class and lastly, that too much familiarity with the teacher contribute to students’ misbehavior. At the end of the research, recommendations were proffered.


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1.1   Background to the Study

According to Wikipedia (2013) a classroom is a room in which teaching or learning activities can take place. Classrooms are found in educational institutions of all kinds, including public and private schools, home schools, corporations, and religious and humanitarian organizations. The classroom attempts to provide a safe space where learning can take place uninterrupted by other distractions, (Wikipedia; 2013).

Most classrooms have a large writing surface where the students can share notes with other members of the class. Traditionally, this was in the form of a blackboard but these are becoming less common in well-equipped schools, and are replaced by flipcharts, whiteboards and interactive whiteboards. Many classrooms also have TVs, maps, charts, monographs and LCD projectors for presenting information and images from a computer. But how can the classroom be efficiently managed in order to be optimally utilized? This will bring us to another area of interest which is management.

According to the webpage of Edmonton University (2013), management in all schools, business and organizational activities is the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively.
Mary (2012), defined management as “the art of getting things done through people”, it is the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively. She described management as philosophy.

Management comprises planning, organizing, staffing, directing, and controlling an organization (a group of people or entities) or effort for the purpose of accomplishing a goal, which encompasses the deployment and manipulation of human resources, financial resources, Technological resources, and natural resources. Since organizations can be viewed as systems, management can also be defined as human action, including design, to facilitate the production of useful outcomes from a system. This view opens the opportunity to ‘manage’ oneself, a prerequisite to attempting to manage others (Mary, 2012)

Drucker (2003) stated that “management is a multi-purpose organ that manages business, managers, workers and work.” According to him, the basic task of management is in two-fold: expertise and innovation. This will help the teacher and the school administrator in classroom management.

Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching as a profession (Wikipedia, 2013). In 2001 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was “negative student attitudes and indiscipline”.

According to Moskowitz & Hayman (2001), once teachers lose control of their classroom, it becomes increasingly more difficult for them to regain that control. Also, research from Berliner (2001) and Brophy & Gerard (2000) shows that the time that teachers has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom.

From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment (Allen, 2004).

Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic.

1.2   Statement of the Problem

The classroom at all levels of institution has been a place where all literates are produced. It is the base of teaching and learning, a place where knowledge is impacted on students. Without well structured classrooms, no educational body can accredit a school being established. The classroom has been seen as an office of national literacy, (Gootman; 2008)

Unfortunately, teachers, school heads, administrators who are suppose to see to the wellbeing of the class and its smooth running may not have given noticeable attention to classroom management. It may have also been that teachers in secondary schools leave classes for students, refusing to teach because of student’s arrogant behavior in the classroom.

Naturally, it is not enough for the teacher to leave the classroom for the students. The teacher was supposed to be a disciplinarian and a mentor or role model to the students.

Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that their expectation becomes a reality.

Despite all these strategies available to manage the classroom effectively, some teachers still find it difficult to manage and control the classroom. The researcher therefore, intends to examine the problems of classroom management in some selected secondary schools in Ughelli North Local Government Area of Delta State.

1.3   Purpose of the Study

The ultimate purpose of this research was to:

  1. determine whether teacher’s teaching skills can contribute to classroom management.
  2. ascertain whether teachers’ lack of knowledge in a particular topic can disrupt classroom instruction.
  3. ascertain whether the teacher’s style of dressing can dissuade the attention of the students from learning.
  4. examine the extent at which students/teacher’s relationship can be strengthened or disrupt attention in the classroom.

1.4   Research Questions

In order for this research work to be carried out successfully, certain research questions must be asked which will guide the researcher during the course of the work. These questions include;

  1. Does teacher’s teaching skill contribute to efficient classroom management?
  2. Does teacher’s lack of knowledge in a particular topic area disrupt classroom instruction?
  3. Does teacher’s style of dressing dissuade the attention of the students from learning?
  4. To what extent does student/teacher relationship strengthen or disrupt attention in the classroom?

1.5   Significance of the Study

The researcher strongly believes that this study will benefit the following agents.

The teacher will be the greatest beneficiary of this study because he/she bears the shame when students turn out to be rowdy. It will give teachers the power, knowledge, mentality and most importantly, control of the class.

Another beneficiary of this work is the school head or the principal. He/she is in charge of school activities. Should anything go wrong, he/she will be the one to report to educational bodies. A proper coordination of the classroom therefore, will ensure peace and smooth running of the school.

The students will also benefit in that it will orientate them into being law abiding students.

Parents will also benefit because there will be no report of misbehavior when their child is well behaved in school.

This work is limited to the study of problems of classroom management in Ughelli North Local Government Area, Delta State.
It is limited to the contributing variables of classroom management like the teachers, students, school heads and classroom conditions.

1.7   Operational Definition of Terms

The following terms are defined to facilitate understanding of the research work. Most specifically, they are defined as used in this research work.

Problems: This is an obstacle, impediment, difficulty or challenge, or any situation that needs solution.

Classroom: A classroom is a place in which teaching/learning activities can take place.

Management: This is the organization and coordination of the activities of a school in order to achieve specific objectives.

Classroom Management: This involves everything that a teacher must do to carry out his/her teaching objectives.

Education: This is a gradual process of acquiring knowledge.

Discipline: This is the measure adopted by teachers to ensure that students are well behaved and conform to the objectives of the classroom.



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