CHAPTER ONE

INTRODUCTION

1.1    Background of the Study

Classroom management is concerned with the provision of conducive learning environments for students. The idea of a pleasant learning environment, on the other hand, is both wide and ambiguous. Few recent research have looked at either teachers' understanding or practices of classroom management in positive learning environments, despite the fact that educators are concerned about the nature of learning environments in their classrooms. Because of this, there is a lack of knowledge about how instructors may facilitate both engaged learning and pleasant social interaction in their classes (Oakes, 2009).

As a result, numerous authors and academics have advised educators to adopt more comprehensive and broad-based perspectives on challenges of classroom management. In this respect (Jones, 2006). According to Jones, "at its best, classroom management is not only a means of delivering effective instruction; it has also evolved into a vehicle for instilling a sense of belonging among students while also developing their interpersonal communication, conflict management, and self-control skills."

Nonetheless, due to a scarcity of current empirical research, educators are left without clear guidance and understandings of the knowledge and practices that instructors use while developing and managing socially complex learning environments, as well as how these settings are managed. It's like if educators are familiar with the plans for a home but aren't familiar with the tools necessary to build it. Teachers are impeded as a result of this in their attempts to give potential teachers with the necessary skills to put their dreams for creating good learning environments into action. As a result of this background, the researchers believe that the subject matter of this study is an empirical topic that merits further exploration.

1.2    Statement of the Problem

The challenge that beginners have in coping with the complexity of teaching as well as the social immediacy of the classroom is not a trivial subject to be concerned about. This is due to the fact that most instructors are constrained by classroom management as a result of the dynamic character of the learning environment. On the other side, the complexity of the classroom environment may also be a hindrance to teaching since beginning instructors have the impression that classroom management is difficult. As a result, effective planning for a healthy learning environment is hampered in this area. It is thus considered an empirical topic worthy of examination when it comes to the subject matter: the function of instructors in classroom management.

1.3    Objective of the Study

The general objective of this research is to examine teacher  classroom management in Nigeria, the specific objectives are:

i.          To examine  the effect of teachers classroom management on students academic performance.

ii.        To find out if Learning Facilities affect teachers classroom management.

iii.      To investigate if teachers experience influence teachers classroom management.

iv.      To recommend ways of improving teachers classroom management in Nigeria.

1.4       Research questions

The following questions have been prepared for the study:

i.          What is the effect of teachers classroom management on students academic performance?

ii.        Does  Learning Facilities affect teachers classroom management?

iii.      Does teachers experience influence teachers classroom management?

iv.      What are the recommended ways of improving teachers classroom management in Nigeria?

1.5    Significance of the Study

The significance of a study of this magnitude cannot be overemphasized, local government education department, state and federal ministries of Education involved in policy formulation and implementation, school management, incoming students and above all teachers as well as researchers will find this really significant especially as they utilize the findings.

To the local government departments as well as state and federal ministries of education engage in policy formulation and implementation, the finding of this study can be used as a basis for enacting policies that will effectively improve the quality of classroom management and standard of education.

School management can also use the result of this study as an insight in formulating strategies to effectively run their schools.

It should be noted that this study is of scholarly importance. As such teachers as well as students undertaking research work similar to the present study and other scholars alike who may wish to use this work as a reference material or a springboard for their own research, will find this study useful.

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2. 2. As a source for additional understanding of the subject.
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