Comparative Analysis of Classroom Management Practices Adopted by Teachers for Quality Assurance in Public and Private Secondary Schools in Enugu State

This study comparatively analyzed the classroom management practices adopted by teachers for quality assurance in public and private secondary schools in Enugu State. Two specific purposes, two research questions, and two hypotheses guided the study. Descriptive survey research design was adopted for the study. The population comprised 22,480 secondary school teachers in the 885 secondary schools comprising 299 public secondary schools and 586 private secondary schools in Enugu state. A total of 1,124 teachers made up of 367 public secondary school teachers and 757 private secondary school teachers from 45 schools in the study area, representing 5% of the population were sampled using multistage sampling procedure. A structured questionnaire, “Classroom Management Practices Adopted by Teachers for Quality Assurance Questionnaire (CMPATQA) was used for data collection. The instruments were face validated by three experts. Internal consistency coefficients of 0.81 and 0.80 was obtained for CMPATQA using Cronbach’s Alpha statistical method. The researchers administered the instrument to the respondents with the help of six research assistants. Data were analyzed using Mean and standard deviation to answer the research questions and t-test statistics was used to test the hypotheses at 0.05 level of significance. The findings revealed that public secondary school teachers agreed on one of the two classroom management practices investigated (effective communication) while private secondary school teachers disagreed on the other classroom management practice (instructional monitoring). From the results of the hypotheses, significant difference was established in the adoption of effective communication while no significant difference was established in the other variable of the study. Based on the findings, the researchers recommend: more in-service training and workshops to strengthen the communication skills of public and private school teachers with less experience in areas of active listening, clarity of instruction and use of feedback to improve on their management practices for quality assurance; school principals should implement a structured monitoring system that regularly observe and assess teachers through classroom observation for improved classroom management that promotes quality assurance in secondary schools in Enugu State.