Class management strategies that Windhoek secondary school teachers use and their influence on the teaching and learning environment select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record Pick, Anneline 2018-05-23T16:30:23Z 2018-05-23T16:30:23Z 2018
dc.description A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Curriculum and Assessment Studies) en_US
dc.description.abstract This study looked at class management strategies used by secondary school teachers in urban Windhoek and their influence on the teaching and learning environment. The objectives of the study were to determine the type of class management strategies that teachers used and how these influenced teaching and learning. A qualitative approach to data collection and analysis was employed. Semi-structured interviews were held with teachers (individually and in focus groups), as well as with learner-focus-groups. Furthermore, classes were observed over a period of nine weeks. A purposive sampling approach was employed. The research was carried out at three schools, namely, two government schools, located in Khomasdal and Katutura respectively, and a private, secondary school in one of the more affluent suburbs of Windhoek. Strategies related to resource management revealed that shortages of textbooks adversely affected the speed in which work was covered since much time was absorbed in copying textbook information from the board. On the other hand, teachers hardly ever applied alternatives to board notes, even though the private school had LCD projectors mounted in all classrooms, while the two state schools had ample OHPs. However, only one of the state schools had a LCD projector; the other had none. Management strategies related to classroom interactions, such as instructional interactions and behaviour management, revealed that when teachers did work hurriedly and assessed learners despite little being done to ensure good comprehension, it affected learners’ performance negatively. Praise and reward yielded positive reaction as these, for example, led to increased enthusiasm to cooperate with the teacher and to achieve good grades. This study concluded that when learners viewed teachers as proficient and their actions as supportive, it boosted their motivation and achievement. The study further underlined the need to cover thoroughly in teaching training programmes class management that will provide teachers with alternatives to ineffective strategies. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Class management en_US
dc.subject Learning environment en_US
dc.title Class management strategies that Windhoek secondary school teachers use and their influence on the teaching and learning environment en_US
dc.type Thesis en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record