Teachers’ Classroom Management Skills and its Contribution on Students’ Behaviour in Public Secondary Schools in Arusha City, Tanzania

Walter F. Samky
Unity Primary School, Arusha
Email: unityschools@hotmail.com

Paul Raphael Kitula
St. Augustine University of Tanzania – Arusha
Email: kitula07@gmail.com

Abstract: This study focused on the contribution of teachers’ classroom management skills on students’ behaviour in public secondary schools in Arusha city. The study assessed how teachers’ classroom management skills affect students’ behaviour and explored strategies for improving teachers’ classroom management skills. The study was guided by behavioural modification theory. A convergent mixed methods design was used, involving both quantitative and qualitative data collection. Questionnaires were administered to 40 teachers and 55 students selected using simple random sampling while interviews were conducted to 5 discipline teachers purposively selected. The research instruments’ validity was ensured by experts. Reliability (r=0.9) was established with a Cronbach coefficient alpha method. Quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in tables and figures. Qualitative data were analyzed through thematic coding and content analysis. The study found that effective language use, communication, reinforcement, and teacher-student relations are crucial teacher classroom management skills that with proper management significantly influenced students’ behaviour leading to reduced disruptive behaviours among students. The study recommended adopting strategies like using proper language, effective communication, positive reinforcement, and fostering better teacher-student relations to improve classroom management skills. In conclusion, teachers’ classroom management skills significantly impact on students’ behaviour in public secondary schools in Arusha city. The study advocates for employing a variety of classroom management skills such as combination of authoritative and supportive approaches to manage classrooms and enhance students’ behavioural outcomes in order to create a conducive learning environment and positively influence students’ behaviour in secondary schools.