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The main purpose of this study was to get an insight about teachers’ classroom
management strategies and explore the gender differences among teachers’ classroom
management strategies. The present descriptive study was quantitative in nature and
survey method was used. All the teachers, teaching in different Islamabad Model
Schools for Boys and Girls, Islamabad (Urban Sector) constituted the population of the
study. Data were collected from a sample of 126 secondary school teachers, teaching
in 10 different Islamabad Model Schools for Boys and Girls, Islamabad, Pakistan.
Data were collected via Classroom Management Inventory (CMI), developed by the
researcher, keeping in view the Pakistani context. As a result of pilot study, reliability
test of the questionnaire reflected 0.947 value of Cronbach’s Alpha, which showed the
high reliability of the instrument. From the findings of the study, it was concluded that
teachers’ gender affects their classroom management. Female teachers exhibited more
classroom management skills on four out of six dimensions of classroom management
than the male teachers. Classroom management being a challenging and complex task,
demand knowledge and skills on the part of teachers. It is recommended that teacher
trainings should contribute to such endeavour, keeping in view the gender differentials
Maqsood Ahmed, Munazza Ambreen, Ishtiaq Hussain. (2018) Gender Differentials Among Teachers’ Classroom Management Strategies In Pakistani Context, Journal of Education and Educational Development, volume 5, 5.2.
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