IMPACT OF TEACHERS’ CLASSROOM MANAGEMENT SKILLS ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

Abstract

This paper explores the relationship between science teachers’ classroom management skills and the academic performance of secondary school students in Lahore. The study provides valuable insights for educators, policymakers, and school administrators seeking to enhance student achievement through effective classroom management practices. The study employed a positivist paradigm and utilized a cross-sectional survey research design. An adapted questionnaire was used as an instrument of the study. Instrument was validated through six experts. Cronbach’s Alpha coefficient of this instrument was 0.811, indicated strong internal consistency. The population comprised of science teachers from 1219 public and 5436 private secondary schools in Lahore. A sample of 400 teachers was selected through a multistage process involving random selection of tehsils and convenience sampling of schools. The research explored differences based on gender, teaching experience, and school sector (public/private). The findings revealed that classroom management skills, particularly teaching and learning and communication clarity, significantly influenced students' academic performance. Regression analysis showed teaching and learning as a significant predictor of students’ academic performance, while discipline and communication clarity had no significant impact. Gender-wise, experience-wise, and sector-wise variations indicated that context and demographics play an important role in shaping the effectiveness of classroom management