CLASSROOM MANAGEMENT TECHNIQUES AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KWARA STATE, NIGERIA

Abstract

This study examined the relationship between classroom management techniques and teachers’ job performance in 
public senior secondary schools in Kwara State, Nigeria. The study focused on classroom management techniques 
such as planning, communication, and motivation, while teachers’ job performance was measured in terms of 
mastery of subject matter, lesson presentation, and instructional delivery. A descriptive survey of correlational 
design was adopted for the study. The population comprised all 247 public senior secondary schools in Kwara State. 
Using krejcie and Morgan sample size table, a sample of 159 principals was selected, out of which 153 valid 
responses were retrieved for data analysis. A researcher-designed instrument titled “Classroom Management 
Techniques and Teacher’ Job Performance Questionnaire (CMTTJPQ)” was used for data collection. The instrument 
was validated by experts, and a reliability coefficient of 0.86 was obtained using the test–retest method. Data were 
analyzed using mean, standard deviation, and Pearson’s Product Moment Correlation at 0.05 level of significance. 
The findings revealed that teachers demonstrated a high level of classroom management techniques, particularly in 
planning and communication, while motivational techniques were rated moderate. Teachers’ job performance was 
found to be moderate, with higher ratings in mastery of subject matter and lesson presentation compared to 
instructional delivery. The study further established a strong positive and significant relationship between classroom 
management techniques and teachers’ job performance (r = 0.682, p < 0.05). The study concluded that effective 
classroom management significantly enhances teachers’ professional performance in public senior secondary 
schools. It therefore recommended continuous professional development programmes for teachers, improved 
provision of instructional resources, and the establishment of mentorship systems to strengthen classroom practices 
and instructional effectiveness.