Effect of Authoritative Classroom Management Style on Performance of Students in Public Secondary Schools in Imo State

Ozomadu, Eric A and Achonu, Chinyere Vitalian and Okoro, Chineme Blessing (2019) Effect of Authoritative Classroom Management Style on Performance of Students in Public Secondary Schools in Imo State. International Journal of Management and Marketing Systems. ISSN 2384-537X

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Abstract

The objective of the study was to ascertain the coefficient of relationship between authoritative classroom management style and the performance of students in public secondary schools in Imo State.The study adopted descriptive survey design. The population of the study comprised all the teachers and students of public secondary schools in Imo State (212123). A sample size of 399 was arrived at through Taro Yamane sample size determination technique. The researcher adopted questionnaire as instrumentation for the study. The data which was generated from the questionnaire was analyzed using modified four point Lkert type scales, Pearson Correlation coefficient, standard deviation statistics was used to test the hypothesis because of the large sample size. The result shows that all the listed items having a mean response of 2.5 and above is interpreted as positive, while those below 2.5 is taken as negative. The highest performance met by permissive management style was, permissive style is characterized by a lack of involvement with mean responses of 2.5 and above. The finding of the study has far reaching implications on the influence of classroom management variables on the academic performance of students in public secondary schools in Imo State. The study revealed that there is significant relationship between authoritative classroom management style and the performance of students in Imo State Public Secondary Schools. It also, indicates positive relationship among each of the variable items of authoritative classroom management style and the performance of students in Imo State Public Secondary Schools. Behavioural principles and warm student-teacher relationship should be harnessed using authoritative classroom management style in order to improve on pupils’ performance.

Item Type:	Article
Subjects:	L Education > L Education (General) Q Science > Q Science (General)
Divisions:	Faculty of Natural and Applied Sciences
Depositing User:	miss ifeoma agbo
Date Deposited:	29 Apr 2019 10:25
Last Modified:	29 Apr 2019 10:25
URI:	http://eprints.gouni.edu.ng/id/eprint/1371

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