Effects of Teacher’s Classroom Management Practices on Students’ Academic Performance

Abstract

Classroom management is crucial in the enhancement of teaching quality and better performance of students through establishing a good and orderly learning environment. The management of classrooms by teachers has been critical in ensuring that there is discipline, student engagement, and that they have meaningful learning experiences. The current research was carried out with the aim of investigating the impact of classroom management by teachers on the academic performance of learners at the secondary school level in Pakistan. This was a descriptive study that tried to understand the perceptions of students on classroom management practices and how they influenced academic achievement. A self-constructed questionnaire on a four-point Likert scale was used to collect the information on 40 secondary school students. The study results showed that students tended to view classroom management practices of the teachers as effective in enhancing discipline, classroom involvement, and academic achievements. Nevertheless, some of the students also said that too much strictness and the use of fear to manage them adversely influenced their motivation to learn and their performance. By and large, the research found that effective classroom management plays a significant role in the academic performance of students when it is applied in a well-balanced and supportive way. The results emphasize the need to implement student-based and systematic classroom management techniques in order to improve the learning process.