Abstract
A survey was performed during 2013 to examine approaches
related to classroom management adopted by the primary school
teachers in Sanghar district of Sindh province. Certain classroom
management approaches were developed which included studentcentered and teacher-centered classroom management approaches.
Six boys and four girls’ primary schools were selected, using 23
male and 16 female school teachers. Classroom Management
Inventory was based on some 27 items related to student-centered
and teacher-centered classroom management approaches presented
to respondents and they were asked to respond according to their
belief and acts in their respective classrooms to explore the gender
effect. Both descriptive and inferential statistics were utilized to
analyze the data. One-way ANOVA (within and between
genders) was employed to investigate the dominant classroom
management approaches highly significant (P<0.01) differences in
responses of male and female primary school teachers were
recorded for dominantly adopted classroom management
approaches. The female primary school teachers were more positive
and willing to adopt student-centered classroom management
approaches as compared to the male primary school teachers. The
male teachers fairly persisted on teacher-centered classroom management. It is suggested that the teacher education for
primary school level teachers may be made more effective for their
motivation and skill development for adoption of student-centered
classroom management approaches
Dr. Muhammad Shafi Messo*, Dr. Pervez Ahmed Pathan, Safia Khatoon Mesa, Kaniz Fatima Mesa. (2015) Approaches Of Primary School Teachers For Classroom Management In District Sanghar Of Sindh Province., The Women - Annual Research Journal of Gender Studies, Volume-07, Issue-1.
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