The influence of the teacher classroom management styles on pupils' learning in primary schools in Ileje district, Tanzania
| dc.contributor.author | panja, Cosmas | |
| dc.date.accessioned | 2020-12-14T07:42:39Z | |
| dc.date.available | 2020-12-14T07:42:39Z | |
| dc.date.issued | 2016 | |
| dc.description | Available in print form, East Africana Collection, Dr.Wirbert Chagula Library, Class mark (THS EAF LB3013.T34P36) | en_US |
| dc.description.abstract | The aim of this study was to find out the influence of teacher classroom management styles on pupils learning in primary schools in Ileje District. The study was guided by three research objectives which focused on the prevalent classroom management styles, factors affecting effective classroom management in teaching and learning process and the way classroom management styles used by teachers promote or impede teaching and learning of the pupils in the classroom. The study was guided by a conceptual framework adapted from Stufflebeam (1971) comprising context, process and product model on effective teaching and classroom management. The study was conducted in Ileje District, Tanzania. A total of 81 respondents comprising of head teachers, teachers and pupils were involved in the study. The data were gathered through interviews, focus group discussion, documentary review and observation and then analyzed mainly qualitatively through content analysis. The findings revealed that indifferent teacher classroom management style was predominantly used , causing pupils to be noisy and chaotic in the classroom and ineffectively involved in the teaching and learning process. Other types of classroom management styles used by teachers were democratic, autocratic and in some cases laissez faire style. It was further found that classroom management styles were affected by various factors such as inadequate teaching and learning materials and poor teaching and learning environment, shortage of teachers and poor relationships among pupils, teachers and parents. Also, many pupils did not have basic learning materials needed for effective learning. Apart from that. teachers lacked content knowledge in their teaching subjects and every primary teacher was teaching all subjects in primary schools regardless of subject specialization. It was recommended that teachers should be trained on effective use of democratic management style and some sort of autocratic management style for effective learning of the pupils because it was found that democratic classroom management style produced both effective learning in the classroom as well as greater pupils' achievement when compared to other types of styles. It was also recommended that subject specialization should be enforced in training colleges and teachers should only teach subjects they specialized in. There was also a need to improve teaching and learning environment for effective classroom management. It was also recommended that each school should have at least seven teachers rather than follow the ratio of 1:40 pupils. It was recommended that a larger study should be conducted to cover other districts and regions in Tanzania for comparative purposes. | en_US |
| dc.identifier.citation | panja, C (2016) The influence of the teacher classroom management styles on pupils' learning in primary schools in Ileje district, Tanzania, Masters dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/13804 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Classroom management | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Ileje district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | The influence of the teacher classroom management styles on pupils' learning in primary schools in Ileje district, Tanzania | en_US |
| dc.type | Thesis | en_US |