THE POWER OF A TEACHER IN CLASSROOM ORGANIZATION AND MANAGEMENT: A CASE STUDY OF ORUMBA LOCAL GOVERNMENT AREA, ANAMBRA STATE.

Abstract

This study assessed the power of teacher in classroom organization and management by identifying those powers that will enhance teaching and learning in a normal classroom setting. Three research questions and one null hypothesis guided the study. The study adopted descriptive research design. The population of the study was all the 45 teachers made up 20 males and 25 females drawn from 6 co-educational secondary schools in two Local Government Areas of Anambra State, namely; Orumba North and South. This brings the total number of co-educational secondary schools used in the study to 12 in all. Purposive sampling technique was used in selecting both the number of co-educational schools and 45 respondents (male and female teachers): Questionnaire containing 15 – items was the instrument for data collection. Mean, standard deviation and t-test were used in answering questions from three research questions and testing the one null hypothesis respectively. The findings of the study revealed that the understanding of teachers power in the classroom organization and management is centred on his personality traits, leadership style, position as a leader of the class, his cooperation with the students, and his ability to use coercive, remunerative and normative methods to enhance obedience, obey commands, and enforcement of school rules and regulations by reward or inducement of punishment. The recommendations made amongst others include, training of teachers professionally through seminars, conferences, re-fresher courses and workshops to improve his power in the classroom. Secondly, for teachers to know that it is only when it is necessary that they can use their power to ensure compliance and classroom discipline such as coercive, remuneration and normative methods etc.