Education

2. PhD PRE- DEFENCE IN EDUCATION
By
Muhammad Nisar
Supervisor
Dr. Niaz Muhammad Aajiz
Sarhad University of Science & Information
Technology Peshawar

3. Honorable Guests, Respected Teachers and Dear Scholars
Assalam o Alaikum!
All glories be to Almighty Allah who gave me strength and energy to complete this task
of my Ph D research work.
I am Muhammad Nisar, PhD Scholar in Faculty of Arts & Social Sciences, Department
of Education, SUIT Peshawar.
I am highly grateful to all my teachers & university staff, whose guidance and technical
support enabled me to stand here in front of all the intellectuals present here. This is really
great honor for me for which I am really thankful forever.

4. Supervised By
Prof. Dr. NIAZ MUHAMMAD AAJIZ
Topic
AN ANALYSIS OF CLASSROOM MANAGEMENT PRACTICES USED BY
SECONDARY SCHOOLS TEACHERS IN
KHYBERPUKHTUN KHAWA

5. INTRODUCTION
Classroom management refers to all the activities
that a teacher does to organize the students, space,
time and materials, so that maximum learning can
take place.
Classroom management refers to actions taken to
create and maintain learning environment conducive
to successful instructions, (Arranging the physical
environment, establishing the rules and procedures,
maintaining students’ attention towards lessons and
engagement in academics activities) {Brophy, 2006}.

6. INTRODUCTION
Classroom management is the most neglected area
in our secondary schools, and the success or failure
of any teaching and learning process depends to a
large extent on the way classrooms are managed
(Akpakwu, 2008).
 Classroom management is a complex job and
involves many responsibilities on the part of teachers.

7. SIGNIFICANCE OF CLASSROOM MANAGEMENT
 For positive and productive teaching learning environment
 To minimizes the wastage of time and resources in the classroom
 For the implementation of planning of each and every activities
 To focus teachers attention towards teaching learning process
 To engage all the students in different teaching activities
 To focus on the individual differences and their encouragement
 For student’s motivation towards learning
 To prepare and organize the students for team work
 For fixing the rules and procedure of the classroom
 To achieve the learning goals effectively with a minimum effort
 To get student cooperation, respect and divert their focus towards
learning

8. SIGNIFICANCE OF CLASSROOM MANAGEMENT
 For seating arrangements in the classroom
 For better utilization of the teaching learning resources
 For establishing a positive relationship with students
 For valuing the students performance
 To enable the teachers to show positive behavior in the
classroom
 To provide positive atmosphere for teaching learning process
 To focus on individual interest , aptitude and attitude
 To produce critical thinking in the student.

9. RATIONALE OF THE STUDY
Due to three important reasons this problem for
research has been selected.
 Firstly, classroom management is the single most
important factor governing student learning.
 Secondly, very few researches have been carried out
on classroom management in Pakistan.
 Thirdly, being school head the researcher observed
that many teachers at his school do not manage their
classroom to ensure the maximum learning of the
students.

10. STATEMENT OF THE PROBLEM
In the field of education, studies on classroom management are
very few, even though the issue of lack of classroom management
concerns the teachers seriously and is considered an obstacle in
the teaching learning process.
 No studies are available on classroom management
practices used by secondary school teachers in KP in local,
national and global literature as searched on Google Scholar,
Science Directory and at Pakistan Research Repository of
Higher Education Commission, Islamabad, Pakistan. This gap
in knowledge/ literature is our research problem.
Only a small number of research studies in the last two
decades have been carried out on the classroom management
skills and the available literature have emphasized that
secondary school teachers need to reorganize their classroom
management practices for becoming successful educational
managers and leaders.

11. OBJECTIVES OF THE STUDY
To investigate the perceptions of secondary
schools’ teachers regarding the existing classroom
management practices in Khyber Pakhtunkhawa .
To investigate the perceptions of secondary
schools’ students regarding classroom
management practices in Khyber Pakhtunkhawa.
To compare the perceptions of teachers and
students regarding classroom management
practices at secondary level in Khyber
Pakhtunkhawa.
To suggest the recommendations for further
improvement of the existing standards of the
classroom management.

12. RESEARCH QUESTIONS
 What are the different practices which the
Government school teachers use to manage
classroom?
 How teachers and students perceive classroom
management practices?
 Are there any differences between the perceptions
of Government secondary school teachers and
students regarding classroom management
practices?
 What are the problems faced by secondary schools’
teachers to improve classroom management
practices?

13. CLUSTERS OF KHYBER PAKHTUNKHWA
Khyber Pakhtunkhwa
Northern Cluster
Malakand
Division
Swat
Dir Upper
Dir Lower
Bunir
Shangla
Chitral
Malakand
Hazara
Division
Abbotabad
Haripur
Mansehra
Torghar
Kohistan
Battgram
Central Cluster
Peshawar
Division
Peshawar
Nowshera
Charsada
Mardan
Division
Mardan
Sawabi
Southern Cluster
Kohat
Division
Kohat
Hangu
Karak
Bannu
Division
Bannu
Laki
Marwat
D.I.Khan
Division
D. I. Khan
Tank

14. DELIMITATIONS OF THE STUDY
Secondary school teachers and students of six districts
of Khyber Pakhtunkhwa province.
 Northern Cluster 1, (AbbottAbad & Swat),
 Central Cluster 2, (Peshawar, & Mardan),
Southern cluster 3, ( Kohat and D. I. Khan).
Only Government secondary schools were explored.
Self constructed cross questionnaire was used for data
collection, for secondary school teachers and
students.

15. CORE AREAS OF CRMP
Eight (8), core areas of classroom management
practices of the secondary schools were
focused in this research.
1. Lesson Planning
2. Teaching Methodology
3. Communication
4. Teaching-Learning Process
5. Class Participation
6.Behaviour Problems
7. Management of Physical Resources
8. Time Management

16. METHODLOGY OF THE STUDY
 Quantitative design was used for the study.
 Nature of the study was descriptive (survey method was used for data
collection).
Target Population: All Govt. secondary school teachers and students of KP.
Accessible or Available Population: The population of the study
consisted of all Secondary and Higher Secondary school Teachers
(17627) and students (325368) of six Districts of Khyber Pakhtunkhwa.
Districts No of Teachers No of Students
Male Female Total Boy Girl Total
Abbotabad 453 1900 2353 20255 16264 36519
Swat 1676 509 2185 34582 8782 43364
Peshawar 3196 4677 7873 101784 46729 148513
Mardan 1506 1090 2596 37402 12934 50336
Kohat 497 853 1350 18357 7923 26280
D.I. Khan 596 674 1270 14789 5567 20356
Total 7924 9703 17627 227169 98199 325368

17. SAMPLING TECHNIQUES
Area or Cluster (Multistage)
Stratified (Proportionate & Non-Proportionate)
Simple random sampling (Lottery Method)
Purposive and Convenient sampling techniques (Teachers)
25% secondary school teachers were selected by nature, location
and gender wise of the school. In case of student selection, four
students from each sampled school were selected.
Gay, Airasian & Mills (2013) in their book “Educational research” explains
sample size as below:
Population Size Sample Size
< 100 entire population
~ 500 50% (250)
~1,500 20% (300)
> 5,000 400
Curry, Dr. John (2007) explain Sample Size Rule as below
Size of Population Sampling Percentage
10-100 100%
101-1,000 10%
1,001-5,000 5%
5,001-10,000 3%
10,000+ 1%

18. NUMBER OF SCHOOLS IN SAMPLE
DISTRICTS
Clusters Districts Girls Boys Urban Rural Total
Northern Cluster Abbottabad 33 62 12 83 95
Swat 22 68 13 77 90
Central Cluster Peshawar 38 70 48 60 108
Mardan 36 68 21 83 104
Southern Cluster Kohat 16 43 10 49 59
D.I.Khan 38 69 17 90 107
Total 183 380 121 442 563

19. KP
(3) Clusters
Districts
Name
Population
(Schools)
25 % Sample
Schools
25 %
of Schools by
Location
Urban Rural
25% of Schools
by Gender
Boys / Girls
Teachers Students
Northern Cluster
Abbottabad
95 24 03 21 16 08 96 96
Swat
90 22 04 18 16 06 88 88
Central Cluster
Peshawar
108 27 12 15 18 09 108 108
Mardan
104 26 05 21 17 09 104 104
Southern Cluster
Kohat
59 15 03 12 11 04 60 60
D.I.Khan
107 27 04 23 17 10 108 108
Total
563 141 31 110 95 46 564 564
SAMPLED SCHOOL, TEACHERS & STUDENT

20. ITEMS IN THE INSTRUMENT
Classroom Management Construct No of Items
Lesson Planning 08
Teaching Methodology 08
Communication 16
Teaching-Learning Process 08
Class Participation 08
Behavior Problems 10
Management of Physical Resources 08
Time management 08
Total items 72

21. SCALE OF THE STUDY
For school teachers and student, a Five-point Rating
scale with
Always,
Often,
Usually,
Sometimes
Never
carrying values 5,4,3,2 and 1 respectively, was used for
the questions and participants were asked to place
themselves on the continuum

22. COLLECTION OF DATA
A total of 570 survey packets for secondary
school teachers and 570 survey packets for
secondary school students were distributed in
sampled schools.
From all sample districts the researcher
personally collected the data.
Finally 564 (98%) usable questionnaire were
received filled by teachers.
561 (98.4%) usable questionnaires were
received filled by the students.

23.  With due care and attention the questionnaires used in this study were piloted to
make sure a reasonable validity.
 After initial construction of the questionnaire, it was shown to a panel of experts as
suggested by Cohen et al. (2007).
 This panel of adjudicators had enough knowledge and experience in teaching in the
area of classroom management. Two each of them were full Professors and Associate
Professors holding Ph.D degrees in Educational Administration and Educational
Management respectively; teaching to M.Ed, M.Phil & PhD levels and three were
school Principals, who were administering Regional Institute of Teacher Education
(RITE), and four were experienced school teachers who were teaching in the schools.
 The researcher himself arranged meetings with aforementioned experts and discussed
the questionnaires with them.
 They were requested to give their valuable suggestions and also write comments
about vagueness in the instructions, too short or long questionnaire, clarity, design of
the questionnaire on a white paper.
PILOT TESTING

24.  After pre-testing, the modified and refined questionnaires were pilot
tested on thirty schools in Kohat division on teachers and students to
further clearify it up and the responses were found satisfactory as
shown in the following table.
Categories No of Participants Questionnaire
Sent Returned Discarded Used Response Rate
Teachers 30 30 25 05 25 83.33%
Students 30 30 24 06 24 80%
Total 60 60 49 11 49 81.66%

25. CRONBACH’S ALPHA COEFFICIENTS
Reliability of the Questionnaire for Teachers
Name of Items (CRMP) No of Items in Each Category Cronbach’s Alpha Value
Lesson Planning 08 0.89
Teaching Methodology 16 0.78
Communication 08 0.84
Teaching-Learning Process 08 0.85
Class Participation 08 0.86
Behavior Problems 10 0.84
Management of Physical Resources 08 0.88
Time Management 08 0.78
Total 72 0.79

26. CRONBACH’S ALPHA COEFFICIENTS
Cronbach’s alpha a commonly accepted rule for describing internal
consistency
Cronbach’s alpha Internal consistency
α ≥0.9 Excellent
0.9 > α ≥ 0.8 Good
0.8 > α ≥ 0.7 Acceptable
0.7 > α ≥ 0.6 Questionable
0.6 > α ≥ 0.5 Poor
0.5 > α Unacceptable
SCORING PROCEDURE
The responses of each sample were counted separately. The data were converted into
quantitative form. Each response was given quantitative value accordingly i.e.
Always Almost Sometime Rarely Never
5 4 3 2 1

27. STATISTICALANALYSIS
 For statistical analysis of the collected data for the study, the
researcher fed the participants’ data into the SPSS version 19.0.
For data analysis purpose both descriptive as well as inferential
statistics were used. The descriptive statistics in this study
included frequency distributions, means scores, standard deviation
and inferential statistics included t-test.
 Mean scores were interpreted as variables with mean score 1-2
was considered to be ‘Minimum’; 2-3 as ‘Below Average’; 3.0 as
‘Average’; 3-4 as ‘Above Average’; and 4-5 was considered to be
‘Maximum/Sufficiently Above Average’ respectively.

28. SAMPLE PROFILE
Age (Years) Frequency Percentage
Less than 25 98 17.37
26-30 102 18.08
31-40 135 23.29
41-50 146 25.88
51-60 83 14.71
Gender
Male 380 67.37
Female 184 32.62
Teaching Experience
Less than a years 41 7.26
Less than 05 years 56 9.92
Less than 10 years 211 37.41
Greater than 10 years 256 45.39
Highest Academic Qualification
B.A/B.Sc 144 25.53
MA/M.Sc 391 69.23
M. Phil/MS 27 4.75
Ph D 02 0.35
Highest Professional Qualification
CT/AT/TT 128 22.69
B. Ed 362 64.18
M. Ed 74 33.12
Current Working Post
CT 80 14.18
AT/TT 54 9.57
SET 270 47.87
SST 160 28.36
Locality of School
Urban 124 21.98
Rural 440 78.02

29. Mean and Standard Deviation Scores of Teachers and Students Regarding
Lesson Planning
S. No Items Teachers Students
Mean S.D Mean S.D
1 Plan and organizes the overall activities of the classroom 3.99 1.238 3.79 1.181
2
Begin the class in an orderly organized way. 4.15 1.201 3.70 1.202
3 Prepare the Lesson plan for each lesson regularly 3.71 1.085 3.43 1.234
4 Plan clear objectives reflected in the lesson. 3.92 1.291 3.80 1.273
5 Select appropriate activities to achieve the objectives. 4.33 1.016 3.67 1.67
6 Have an excellent plan covering all aspects well. 3.17 1.382 3.65 1.129
7 Select appropriate Instructional goals and objectives. 4.03 1.135 3.57 1.203
8 Consider individual differences among students when planning. 3.42 1.340 3.49 1.244
Total Mean value and Standard Deviation 3.59 1.118 3.63 1.16
Note. Never = 1, Rarely = 2, Sometimes = 3, Almost = 4, Always= 5
1-2 = Minimum, 2-3 = Below Average, 3 = Average, 3-4 = Above Average, 4-5 = Sufficiently Above Average/Maximum (Based on Mean Value)

30. Mean and Standard Deviation Scores of Teachers and Students Regarding
Teaching Methodology
S. No Items Teachers Students
Mean S.D Mean S.D
1 Apply creativity-based method in classroom. 3.23 1.113 3.73 1.258
2 Relate ideas to the prior knowledge 3.17 1.250 3.98 1.074
3 Share examples from every day life during instructions 2.88 1.338 3.77 1.282
4 Explain basic concept(s) clearly during teaching 3.99 1.136 3.48 1.275
5 Restate questions and answers when necessary 3.61 1.133 3.46 1.180
6 Use different strategies in teaching 3.74 1.055 3.20 1.351
7 Conclude and summarize the main ideas of lessons. 3.76 1.108 3.51 1.306
8 Give immediate feedback to the students’ queries in the classroom 3.68 1.171 3.60 1.202
9 Use questioning and discussion techniques to enhance students learning. 3.81 1.114 3.24 1.238
10 Use instructional support materials effectively to the content. 3.53 1.199 3.34 1.218
11 Have the ability to create positive competitive environment in the classroom. 3.98 1.046 3.27 1.277
12 Use rewards and punishment appropriately in the classroom 2.23 1.138 3.37 1.270
13 Try to maintain continuity of student interest and motivation during teaching. 3.79 1.089 3.38 1.323
14 Give opportunities to all students to put questions during teaching 3.89 1.125 3.65 1.085
15 Use methods and materials appropriate to the age and abilities of the students. 3.56 1.226 3.38 1.259
16 Bring forth your innovative approach and creativity to engage students 3.43 1.168 3.37 1.254

31. Mean and Standard Deviation Scores of Teachers and Students Regarding
Communication
S. No Items Teachers Students
Mean S.D Mean S.D
1 Try to speak audibly and clearly to the whole class.
3.67 1.143 3.44 1.242
2 Try to establish eye contact during teaching. 3.79 1.165 3.37 1.253
3 Call students by their names in the class.
3.79 1.165 3.37 1.253
4 Respond to the wrong answers constructively.
3.77 1.156 3.30 1.193
5 Use verbal and non-verbal communication for better teaching-learning process. 3.78 1.159 3.32 1.221
6 Give a voice and choices to students in the classroom.
3.78 1.119 3.06 1.487
7 Use appropriate language to the level of the students in the classroom.
3.74 1.173 3.24 1.311
8 Maintain good teacher and student relationship in the class.
3.56 1.156 3.15 1.342
Total Mean value and Standard Deviation 3.72 1.139 3.27 1.257

32. Mean and Standard Deviation Scores of Teachers and Students Regarding
Teaching Learning Process
S. No Items Teachers Students
Mean S.D Mean S.D
1 Apply contemporary knowledge, new ideas in teaching. 3.65 1.253 3.20 1.266
2 Allow students to raise their hands when they want to answer the questions. 3.70 1.230 3.16 1.339
3 Develop problem solving skills among your students during teaching. 3.80 1.160 2.98 1.353
4 Ensure the use of using emerging technology in teaching learning process. 3.88 1.196 3.26 1.231
5 Encourage students during questions answers sessions in the class. 3.86 1.231 3.32 1.269
6 Keep classroom environment conducive for learning. 3.85 1.226 2.71 1.365
7 Present subject matter attractively and effectively in class. 4.03 1.087 3.42 1.241
8 Consult others teachers regarding improvement for the teaching learning
process
3.94 1.208 3.46 1.247
Total Mean value and Standard Deviation 3.80 1.179 3.22 1.264

33. Mean and Standard Deviation Scores of Teachers and Students Regarding
Class Participation
S. No Items Teachers Students
Mean S.D Mean S.D
1 Encourage the students to participate in class activities 3.69 1.240 3.55 1.189
2 Ask questions, the core theme of your lesson to ensure maximum learning of
students.
3.65 1.253 3.58 1.226
3 Ensure active involvement of each student during discussion in class. 3.77 1.230 3.55 1.290
4 Provide opportunities to all students to improve their basic skills 3.74 1.13 3.62 1.118
5 Relate written assignment to students’ interest. 3.56 1.287 3.51 1.269
6 Encourage students and instill confidence in them. 3.88 1.200 3.63 1.124
7 Recognize students’ achievement in front of their class fellows. 3.92 1.202 3.58 1.157
8 Share class responsibilities among the students. 3.86 1.231 3.60 1.152
Total Mean value and Standard Deviation 3.75 1.210 3.57 1.193

34. Mean and Standard Deviation Scores of Teachers and Students Regarding
Behaviour Problems
S. No Items Teachers Students
Mean S.D Mean S.D
1 Prevent student disruptions and interference in the classroom. 3.85 1.226 3.72 1.096
2 Warn the students for consequences of misbehavior e.g. (loss of privileges) 4.03 1.087 2.25 1.106
3 Feel frustration about handling the “discipline problems” during teaching. 3.94 1.208 3.93 1.006
4 Ignore misbehavior that is non-disruptive to class 4.00 1.180 3.71 1.076
5 Minor problem behaviour are managed positively, consistently & quickly 4.07 1.110 3.83 1.048
6 Think behavioural problems occur during specific academic activities in class. 4.15 1.002 3.83 0.984
7 Avoid being distracted from instruction by students’ misbehavior 4.08 1.063 3.83 1.022
8 Lose patience when students make a noise in class. 4.07 1.141 2.19 1.147
9 Favour the corporal punishment for the students in class. 4.16 1.031 3.76 0.992
10 Take disciplinary action against students on their misbehavior 4.06 1.072 3.86 1.031
Total Mean value and Standard Deviation 4.03 1.098 3.53 1.005

35. Mean and Standard Deviation Scores of Teachers and Students Regarding
Management of Physical Resources
S. No Items Teachers Students
Mean S.D Mean S.D
1 Maintain proper ventilation / light in the classroom. 3.04 1.199 3.90 0.965
2 Keep the classroom environment conducive for learning 4.08 1.160 3.87 0.945
3 Maintain acoustic effects (Noiseless Environment) in classroom. 3.65 1.295 3.90 0.959
4 Include appropriate resources to teach the subject well and make it clear. 3.77 1.236 3.80 0.991
5 Maintain seating arrangement according to the needs of the classroom. 3.61 1.333 3.91 0.971
6 Paste relevant visual material to educational environment in the classroom 3.73 1.399 3.82 0.980
7 Use teaching aids skillfully to the content 3.73 1.196 3.86 1.006
8 Select and use the prescribed teaching tools effectively 4.31 0.870 3.85 0.978
Total Mean value and Standard Deviation 3.90 1.160 3.85 0.964

36. Mean and Standard Deviation Scores of Teachers and Students Regarding
Time Management
S. No Items Teachers Students
Mean S.D Mean S.D
1 Provide appropriate time to different concepts of lesson. 3.88 1.350 3.87 0.978
2
Effectively deliver the lesson in allotted time. 3.94 1.198 3.88 0.970
3 Constantly monitor use of time in class. 3.71 1.345 3.90 0.967
4 Always try to complete the course work in time. 3.65 1.342 3.90 0.987
5 Provide consistent and timely feedback to all students 4.13 1.142 3.82 0.995
6 Use the time management techniques in teaching appropriately. 3.91 1.255 3.80 0.995
7 Use time saving devices in lesson / classroom 4.07 1.185 3.76 1.016
8 Spare some time for personals professional growth 3.99 1.202 3.85 0.987
Total Mean value and Standard Deviation 3.90 1.240 3.82 0.986

37. Overall Mean and Standard Deviation Scores Regarding Classroom
Management Practices
Classroom Management Practices Teachers = 564 Rank Students = 564 Rank
Mean Standard Deviation Mean Standard Deviation
Lesson Planning 3.59 1.118 8 3.63 1.160 3
Teaching Methodology 3.57 1.081 7 3.45 1.225 6
Communication 3.72 1.139 6 3.27 1.257 7
Teaching-Learning Process 3.80 1.179 4 3.22 1.264 8
Class Participation 3.75 1.21 5 3.57 1.193 4
Behavior Problems
4.03 1.098 1 3.53 1.005 5
Management of Physical
Resources 3.90 1.160 2 3.85 0.964 1
Time Management
3.90 1.240 3 3.82 0.986 2

38. Comparison Between Teachers and Students Perceptions Regarding
Classroom Management Practices
CRMP Respondents N Mean Std.
Deviation
Std. Error
Mean
t
Sig. (2-tailed)
Lesson planning Teachers 564 3.5906 1.11824 .04713 .501
Not Significant
Students 564 3.6363 1.16134 .04890
Teaching methodology Teachers 564 3.5785 1.08127 .04557 .702
Not Significant
Students 564 3.4539 1.22521 .05159
Communication Teachers 564 3.7247 1.13923 .04801 .000
Significant
Students 564 3.2771 1.25712 .05293
Teaching Learning process Teachers 564 3.8079 1.17958 .04971 .000
Significant
Students 564 3.2274 1.26478 .05326
Class participation Teachers 564 3.7580 1.21682 .05128 .012
Significant
Students 564 3.5778 1.19314 .05024
Behaviour problem Teachers 564 4.0357 1.09804 .04628 .000
Significant
Students 564 3.5356 1.00525 .04233
Management of Physical
Resources
Teachers 564 3.9096 1.16907 .04927 .395
Not significant
Students 564 3.8552 .96470 .04062
Time Management Teachers 564 3.9029 1.24062 .05229 .219
Not significant
Students 564 3.8208 .98620 .04153
Significant* df =1126 level of significance = 0.05

39. Comparison Between Teachers and Students Perceptions Regarding
Overall Classroom Management Practices
Classroom Management
Practices
(As a whole)
Respondents N Mean Std.
Deviation
Std. Error
Mean
t
Sig. (2-tailed)
Teachers 564 3.78 1.145 .04826 .000
Significant
Students
564 3.54 1.110 .04709
Significant* df = 1126 level of significance = 0.05

40. FINDINGS
On the basis of data analysis following findings were drawn:
 It was found that both teachers and students have
above average level of observance regarding
 Lesson Planning with mean scores (3.59 & 3.63)
 Teaching Methodology with mean scores (3.57 & 3.45)
 Communication with mean scores (3.72 & 3.27)
 Teaching-Learning Process with mean scores (3.80 & 3.22)
 Class Participation with mean scores (3.75 & 3.57)
 Behavioural Problems with mean scores (4.03 & 3.53)
 Managing of Physical Resources with mean scores (3.90 & 3.85) &
 Time Management with mean scores (3.90 & 3.82) respectively.

41. FINDINGS
 No statistical significant differences were found
between teachers and students perceptions regarding
 Lesson Planning with mean scores (3.59 & 3.63) and t-test score
(.501)
 Teaching Methodology with mean scores (3.57 & 3.45) and t-test
score (.702)
 Managing of Physical Resources with mean scores (3.90 & 3.85) and
t-test score (.395)
 Time Management with mean scores (3.90 & 3.82) and t-test score
(.219)

42. FINDINGS
 Statistical Significant differences were found between
the perceptions of teachers and students regarding
 Communication with mean scores (3.72 & 3.27) and t-test score
(.000)
 Teaching-Learning Process with mean scores (3.80 & 3.22) and t-test
score (.000)
 Class Participation with mean scores (3.75 & 3.57) and t-test score
(.012)
 Behavioural Problems with mean scores (4.03 & 3.53) and t-test score
(.000)

43. CONCLUSIONS
On the basis of findings following conclusions were drawn;
 Both secondary school teachers and students agreed that
classroom management is a significant factor in teaching-
learning process.
 Both secondary school teachers and students agreed that
practices like lesson planning; teaching methodology;
communication process; class participation; managing
students behaviour; managing physical resources and
managing time are essential components of classroom
management and plays significant role to ensure the
maximum learning of the students.

44. CONCLUSIONS
 There were significant differences in the perceptions of teachers and
students regarding communication in the classroom; teaching-
learning process; classroom participation and managing behaviour
problems. Teachers believe that they try their best to implement
these practices effectively but students did not agree with their
perceptions.
 There were no significant differences in the perceptions of teachers
and students regarding practices like lesson planning; teaching
methodology; managing physical resources and managing time
effectively and efficiently.

45. CONCLUSIONS
 There were significant differences between the
perceptions of teachers and students regarding overall
classroom management practices. Teachers believe
that they try their best to utilize all practices to
maintain a congenial environment for teaching
learning process in the classroom although students
did not agree with this perception.

46. IMPLICATIONS
The finding of this study be beneficial for:
 Policy Makers
Curriculum Developers
Assessment Makers
Heads of the Schools
Teachers engaged in teaching
Teacher Training Institutions
Researchers

47. RECOMMENDATION (Lesson Planning)
It is recommended that secondary school teachers may
 Plan and organizes the overall activities of the classroom,
 Begin the classes in an orderly and organized way,
 Prepare the excellent lesson plan for each lesson
regularly which covers all aspects well,
 Select the appropriate activities of the lesson to achieve
the desired instructional goals and objectives for
teaching learning process.

48. RECOMMENDATION (Teaching Methodology)
It is recommended that teachers may always make sure
that
 They prepare and, deliver the lesson by using appropriate
teaching strategies,
 Involve the learners in various purposeful activities during
the teaching learning process, and
 Intimate the pupils with the need to obey rules and
regulations.

49. RECOMMENDATION (Communication)
It is recommended that subject teacher must
 Use audible and clear voice in classroom
 Have an eye contact with students during teaching
 Wrong answers may be clarified in a constructive way
 Give voice and choice to students in the classroom
 Use non-verbal communication to clarify students’ concept
 Use easy, simple and understandable language during
teaching-learning process

50. RECOMMENDATION (Teaching-Learning Process)
It is recommended that secondary school teachers must
 Keep the environment conducive to ensure the
maximum learning of the students
 Present subject matter attractively and effectively
 Consult with others experienced and most qualified staff
and teachers to improve teaching-learning process
 Use appropriate teaching methodology according to the
needs of the topic to ensure the maximum learning of
the students

51. RECOMMENDATION (Class Participation)
It is recommended that secondary school teachers
ensure maximum and active participation of students
through
 Relate assignment with their interest
 Develop confidence among the students
 Recognize students’ achievement in front of other
students
 Sharing responsibilities among the students in the
classroom

52. RECOMMENDATION (Behaviour Problems)
It is recommended that secondary school teachers may
try to overcome the behavoural problems by
 Avoiding students disruption and interference in classroom
 Handling discipline problems effectively
 Manage behaviour problems efficiently
 Do not favour the use of corporal punishment in the
classroom
 Must take disciplinary action against misbehaviour of
students

53. RECOMMENDATION (Managing Physical Resources)
It is recommended that secondary school teachers should try
their best to manage the physical resources in the classroom by
 Providing proper lighting and ventilation in the classroom
 Provide conducive, congenial, supportive, encouraging
and respectful environment in the classroom
 Provide noiseless environment to avoid interruption in the
learning of the students
 Provision of appropriate audio-visual aids according to
the subject to make students attentive and well disciplined

54. RECOMMENDATION(Time Management)
It is recommended that secondary school teachers should
manage time management in the classroom by
 Effectively and efficiently manage their class time
 Start and end class on time
 Try to achieve class objectives within the stipulated
period of time
 Consistently monitor the use of time
 Try to complete the courses/ syllabus within time

55. RECOMMENDATION
 Set training programmes for school teachers
periodically in order to train them on modern
technologies. These programmes will help the teacher
to manage their classrooms effectively. Offering
specialized courses for teachers in classroom
management in order to enhance the teaching learning
process effectively.

56. RECOMMENDATION
 Principals and teachers should create such an
environment in the school which directly or indirectly
influences the teachers’ performance and efficiency. In
such working environment where there may be sharing
of knowledge, mutual respect among the staff, in-
service training opportunities to strengthen their
capacities, making efforts to attract people towards
teaching profession and create an environment where
teaching learning process take place efficiently.

57. RECOMMENDATION
 Edifying classroom management capacities of the
teachers irrespective of gender, location, complexity
and level of school may be a worthwhile strategy for
increasing their focus on instructional leadership and
pursuing school improvement.

58. RECOMMENDATIONS
 Teachers training institutions like Institute of Education &
Research (IERs), Provincial Institute of Teacher’s Education
(PITE), and Regional institute teacher
education(RITE),should train the teachers on classroom
management skills in their In-service and Pre-service
teacher education programs.
 This research study has opened avenues for other
researchers to study the importance and use of classroom
management skills on the same lines in other subjects of
the curricula taught at different levels of education.

59. SUGGESTIONS FOR FURTHER RESEARCH
 The same study may also be repeated with large sample size and at national
level. More intervention researches in the field of classroom management are
indispensable, particularly with large sample size, to make a payment to more
robust conclusions and results.
 Future researches may be conducted at college and university level to check
the similarities and differences in the results. The relationship and effect of
classroom management practices may also be investigated with other variables
like students’ academic achievement, academic and professional qualifications
of the teachers.
 Researches must be conducted on to develop theoretical model of classroom
management trainings for the school teachers and principals. There is also dire
need for further thorough research into the mechanism of classroom
management and the factors that contribute to its efficiency. The behaviors in
which steady and stable classroom management practices can be recognized
also ought to have additional investigations.