TEACHER TRAINING AND CLASSROOM MANAGEMENT IN NIGERIA

Abstract

This study investigated teacher training and classroom management in Nigeria. The purpose of this study are to determine the relationship between preparation of instructional material, lesson plan and classroom management in public primary schools in north-central, Nigeria. To achieve these, two hypotheses were formulated and tested. Quantitative research design was used for the study. A self-constructed questionnaire titled “Teacher Training and Classroom Management Questionnaire” (TTCMQ) was used to collect information for the study. This study focus on public primary schools in north-central, Nigeria. The population of this study comprised all 12,775 head teachers in public primary schools in north-central, Nigeria. Sample of 375 head teachers selected with the use of Research advisor (2006) table of determine sample size of a known population, stratified random sampling technique was used to select public primary school head teachers from the sample school schools. This was to ensure that all categories of head teachers were given equal chance of being selected. The data collected were analyzed using Pearson Product Moment correlation coefficient Statistic. All hypotheses were tested at 0.05 level of significance. The findings revealed that there was a positive and significant relationship between preparation of instructional material, lesson plan and classroom management in public primary schools in Nigeria. It was recommended among others that teachers should continue to provide appropriate instructional materials in order to give learners the opportunity to share experiences and make learning more permanent, arouse and sustain learner’s interest in learning, improve learners in their assimilation of information and clarification of important concepts, as well as contribute to learners overall development and upbringing.