Classroom Management Competencies and Institutional Effectiveness of Public Secondary Schools in Odukpani Local Government Area of Cross River State, Nigeria

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.

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