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This study focused on the factors hindering effective teachers’ classroom management in
public secondary schools in Tarime District. The study employed qualitative approach that
developed in-depth understanding of the participants’ experiences on the research problem.
An instrumental case study design was used to get the participants’ views on the subject in
detail. Glasser’s choice theory was selected to guide the study. The study involved eight
secondary schools. The DEO, heads of schools, and classroom teachers who made a total of
41 participants were involved in this study. Purposive sampling was employed to sample the
participants. The data were collected through focus group discussion, semi structured
interview, and classroom observation. The data collected were transcribed, coded,
summarized, and analyzed qualitatively in a narrative way. The findings from the study
revealed that the major factors hindering classroom management are; students’ noise making,
unnecessary movement by students, lack of students’ concentration, sleeping, challenging
questions from the students, students’ engagement in other activities, poor teaching
approaches, teachers’ inexperience, teachers’ incompetence, teachers’ stress, poor personality
of the teacher, abusive language used by teachers, discrimination of students by teachers,
undesirable classroom weather conditions, poor students seating arrangement, poor
constructed classroom windows, and lack of maintenance of classrooms. This study
recommends that, the government should recruit competent teachers and give them good
payment. It should also build more classes to avoid overcrowding. Teachers should use
appropriate teaching approach that support active learning. Parents should ensure that their
kids are well disciplined. It is concluded that most teachers do not teach well because they are
unable to manage the class. They need more training especially on management skills. |
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