Teachers' Attitudes and Beliefs Regarding Classroom Management Practices in Private Basic Schools in Accra South Metropolis

This study examined the attitudes and beliefs of teachers regarding classroom management practices in private basic schools within the Accra South Metropolis. Employing an ex post facto design and a cross-sectional survey approach, data were collected from 202 Junior High School teachers across three selected schools. The majority of teachers possessed significant teaching experience and solid educational qualifications, contributing to a stable and seasoned workforce. Teachers predominantly preferred immediate and interactive assessment methods, such as exercises immediately after teaching and oral questioning during lessons. However, this reliance on external sources for test items and a lack of professional development in test construction were identified as areas needing attention. The study also revealed strong commitments by teachers to maintaining examination integrity and fairness, with most teachers ensuring good seating arrangements and avoiding biased scoring practices. Gender differences in classroom management styles were noted, with female teachers employing more nurturing strategies compared to their male counterparts. These insights underscore the need for targeted professional development programs that address both nurturing and disciplinarian approaches, enhance test construction skills, and promote consistent and fair classroom management practices. By addressing these gaps, policymakers and school administrators can enhance the quality of education and create more conducive learning environments, ultimately benefiting student outcomes in private basic schools within the Accra South Metropolis.

This study examined the attitudes and beliefs of teachers regarding classroom management practices in private basic schools within the Accra South Metropolis. Employing an ex post facto design and a cross-sectional survey approach, data were collected from 202 Junior High School teachers across three selected schools. The majority of teachers possessed significant teaching experience and solid educational qualifications, contributing to a stable and seasoned workforce. Teachers predominantly preferred immediate and interactive assessment methods, such as exercises immediately after teaching and oral questioning during lessons. However, this reliance on external sources for test items and a lack of professional development in test construction were identified as areas needing attention. The study also revealed strong commitments by teachers to maintaining examination integrity and fairness, with most teachers ensuring good seating arrangements and avoiding biased scoring practices. Gender differences in classroom management styles were noted, with female teachers employing more nurturing strategies compared to their male counterparts. These insights underscore the need for targeted professional development programs that address both nurturing and disciplinarian approaches, enhance test construction skills, and promote consistent and fair classroom management practices. By addressing these gaps, policymakers and school administrators can enhance the quality of education and create more conducive learning environments, ultimately benefiting student outcomes in private basic schools within the Accra South Metropolis.