Contribution of Classroom Management Strategies on Teaching Effectiveness: A Case of Secondary Schools in Temeke Municipality in Tanzania

Amry Jaribu and Prospery M Mwila
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Amry Jaribu: Educational Officer; Temeke Municipality City, Tanzania.
Prospery M Mwila: Academician, Saint Augustine University of Tanzania, Tanzania

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4914-4921

Abstract: This study examines the impact of classroom management strategies on teaching effectiveness in secondary schools in Temeke Municipality, using a quantitative approach and cross-sectional design. Data from 99 respondents, including students, teachers, heads of schools, and Ward education officers, were collected through questionnaires and interviews. The findings reveal that various classroom management strategies are used, some more prevalent than others, and these strategies contribute to a positive classroom atmosphere, better interpersonal relationships, reduced disruptive behavior, and optimized instructional time. The study concludes that prioritizing effective classroom management strategies, such as establishing rules, organizing classrooms, issuing verbal warnings, engaging students, providing positive reinforcement, and managing time efficiently, can enhance teaching effectiveness. Recommendations include professional development for teachers, the formulation of supportive policies promoting evidence-based, student-centered approaches, and comprehensive training in teacher colleges. Encouraging collaboration and sharing best practices among teachers through professional learning communities and mentorship programs is also advised to foster continuous improvement.

Date: 2024
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