By Dr Michael Ekpenyong Asuquo & Winifred Harry Emu
This study investigated classroom management competencies and institutional effectiveness of public secondary schools in Odukpani Local Government Area of Cross River State, Nigeria. The study was guided by two research questions and two hypotheses. The population of the study was made of one hundred and sixty two (162) public secondary school teachers in the study area. The entire population was used for the study. Questionnaire entitled “Classroom Management Competencies and Institutional Effectiveness of Public Secondary Schools Questionnaire (CMCIPSSQ)” was used for data collection. The reliability index of the instrument ranged from 0.68 to 0.72. Data generated were analyzed using Pearson product moment correlation statistics. The findings of the study showed that classroom management competencies in terms of communication and motivation had significant relationship with institutional effectiveness with regards to students’ positive attitude towards teaching, development, desire for self-improvement, patriotism, students desire to think independently, determination for educational advancement, respect for the views of others, readiness to solve problems and accept responsibilities. It was recommended, among others that classroom managers (teachers) should ensure students’ positive attitude towards learning, and that classroom communication is effective at all times so that the aims of teaching and learning could be achieved.