Teachers’ Classroom Management Styles and Practices: A Case Study of Government Girls’ Secondary Schools of Peshawar, Khyber Pakhtunkhwa

Abstract

Classroom management is one of the primary areas of concern expressed by teachers, wherein teachers’ personal belief influences their choice of classroom management approaches. Using a quantitative research design, the study used survey questionnaire to gather data from teachers focusing upon exploring relationships between teachers' classroom management styles and practices in government girls’ secondary schools of Peshawar. The study was conducted with the following objectives to explore classroom management styles and practices of female secondary school teachers, investigate how teachers' attitudes and personal experiences influence their classroom management styles and practices. The doctoral research from which this paper is drawn focused upon secondary school teachers and students in grades 9th and 10th. Using stratified sampling strategy, the data were gathered from 105 teachers from fifteen (15) girls' secondary schools in Peshawar. The study revealed that the classroom management styles and practices of the majority of the participating teachers aligned with the modern instructional approach. Nevertheless, the teachers' scores on the inventory indicated a greater implementation of student-centered classroom management styles and practices compared to teacher-centered practices. However, in an environment that prioritizes student-centered learning, learners should autonomously make decisions to become self-regulated learners. The cause of this phenomenon may be attributed to the overcrowded classrooms, with 77% of the participants reporting having more than 30 students in their classrooms. Educators in the modern day need to be extra careful to meet the demands of students all over the world in the twenty-first century. It is the responsibility of educators to prepare students for real-world challenges and inspire them to pursue further practical education.  The study recommended that Teachers may undergo training to develop self-assurance and the capacity to maintain discipline, organize workshops in KP to build curriculum based on classroom management approaches, focusing on both theoretical and practical aspects, as per the respondents' comments.