TEACHER ATTITUDE TOWARDS MANAGEMENT OF CLASSROOM PRACTICES (A STUDY IN SECONDARY SCHOOLS, VISAKHAPATNAM CITY)
Teachers must be knowledgeable about a variety of factors that influence the classroom and the teaching-learning process, such as how the academic calendar works, how classroom arrangements are made, how students behave and how lessons are taught, as well as how evaluations are administered and how students perform in class. The primary role of a teacher in a classroom is to encourage students to develop good behavior and to help them learn. The main aim of this paper is to study the teacher attitude towards management of classroom practices. In this purpose the secondary schools in Visakhapatnam city have been taken as sample units and 360 teachers working in these schools are considered as sample respondent. These sample teachers are selected by stratified random sampling method where 180 male teachers and 180 female teachers have participated in this part of investigation. Thus, this research on management of classroom practices is based on modules and self-learning package on Behavior Strategies, if teachers provides guidance for effective classroom performance. It also contributes to the development of appropriate strategies for behaviour of teachers and also the students. When implemented systematically in real classroom setups, it can enhance students’ learning and support positive classroom behaviour. Thus, teachers who have completed in-service teacher training using the modules and self-learning package can demonstrate a significant increase in their awareness and classroom practices of Behaviour Management Strategies, and consequently the on-task behaviour of students per class period. In this regard, the investigator would consider herself adequately compensated if the study's findings were used by teachers, educators, and policymakers to improve current classroom management practices and to conduct additional research in this pertinent but interesting and effective area.
Teacher attitude, secondary schools, classroom practices, management