In authors or contributors

Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers

Resource type
Journal Article
Authors/contributors
Title
Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers
Abstract
Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study.
Publication
Journal of Education and Practice
Volume
8
Issue
10
Pages
54-64
Date
2017
Language
English
ISSN
2222-1735, 2222-1735
Loc. in Archive
1913354475; EJ1139812
Extra
Publisher: IISTE, No 1 Central, Hong Kong Island, Hong Kong SAR
Citation
Henaku, C. B., & Pobbi, M. A. (2017). Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers. Journal of Education and Practice, 8(10), 54–64. https://files.eric.ed.gov/fulltext/EJ1139812.pdf