PRACTICE AND LIMITING FACTORS OF TEACHERS’ CLASS ROOM MANAGEMENT IN SECONDARY SCHOOLS OF KONSO ZONE

Abstract

This study was conducted to investigate the current practices and limiting factors of teachers’ class room Management in selected Secondary Schools of Konso Zone, SNNPR. Methodologically, the researcher employed both quantitative and qualitative research approach which is based on primary and secondary sources of data. The tools used to collect data were questionnaires, interviews, observation and document analysis. Descriptive survey research design was employed for this study. To conduct this study the researcher used simple random for teachers, students and purposive non-probability sampling technique for principals and department heads to collect both accurate and valid data for the study. Participants of the study were74 teachers,68 students,10 department heads and 5 principals was selected. The data were collected by using questionnaires, interviews, and document analysis. Data collected through questionnaire were analyzed and summarized using statistical tools, such as frequency count, percentage, means, and standard deviation. While qualitative data were analyzed in narration. The findings of the study indicated that the practice of secondary schools leadership on practice and limiting factors that affecting the class room management was low. Due to this, overcrowded classrooms, the lack of management skills and the challenges of class room management are crucial to forming a sound culture of learning and teaching in class room was not satisfactory. The study found that, school leaders were not providing short training for teachers in order to solve the problems that hinder the teachers’ activity in class room. The study also revealed that identifying model teachers and sharing their experience for other teachers (Mean = 2.14) and clearly define and communicate challenges to all stakeholders in the school community (Mean = 2.29) was low. This implies that attention is not given for teachers training and how they exchange their experiences on class room management. Based on the major findings the researcher recommended that, providing short term trainings, providing incentives, active participation of stakeholders, empowering governing body, building community relations and sharing common vision and mission were recommended to all stakeholders on practice and limiting factors that affect class room management.