Classroom Management Challenges Facing Teachers in Enhancing Students' Academic Achievement in Public Secondary Schools in Tarime District

Victoria Yonas; Clara Rupia; Daniel Onyango

doi:10.37284/eajes.6.1.1048

Victoria Yonas St Augustine University of Tanzania
Clara Rupia, PhD St Augustine University of Tanzania
Daniel Onyango, PhD St Augustine University of Tanzania

DOI: https://doi.org/10.37284/eajes.6.1.1048

Keywords: Teachers, Classroom Management, Academic Achievement, Secondary Schools

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Abstract

This study aimed at finding out the classroom management challenges facing teachers in enhancing students' academic achievement in public secondary schools of Tarime District in Tanzania. A mixed research approach and a convergent parallel design were used. Simple random and purposive sampling techniques were used to obtain a sample size of 92 respondents, including teachers, DEO, and HOS. Teachers were polled via questionnaires, while WEO, the heads of schools, and district education officer were polled via interviews. A correlation coefficient of 0.7 demonstrated that the instruments were valid and reliable for data collection. The reliability of research instruments was computed through a split-half coefficient, while content and face validity were achieved through the member checking method by experts from the Faculty of Education. The quantitative data was coded and described statistically with the help of the Statistical Package for Social Science (SPSS) version 21 whereas the qualitative data was analysed through thematic analysis. The findings revealed that a shortage of instructional materials, poor professional relationships between teachers and students, and poor classroom management skills were the challenges facing teachers. The study recommended that there was a need for teachers to create a positive professional relationship with their students and adopt different instructional approaches to ensure effective teaching delivery of the content.

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