A Gender-Based Comparative Study of Teachers' Classroom Management Strategies in Co-Educational Settings

Abstract

Higher secondary teachers experience many uncivil behavior challenges among students in the classroom that affect atmosphere. The purpose of this quantitative study was to investigate the gender based comparative study of teachers^, classroom management behavior strategies at secondary level in co-education set up. The research questionnaires were designed to explore the perceptions of teachers and students about classroom management behavior strategies used in settings and how student classroom incivility is controlled by gender.

The main objectives of the study was to identify and compare the strategies of both male and female teachers  in classroom management  in co-education.To achieve these objectives a quantitative descriptive-comparative design (Cantrell, 2011) was adopted with a primary goal to compare classroom management strategies applied by male and female teachers in a co-education setup.28 teachers (male & female) and 231 students (male & female) of Army public school and college and Fazaia inter college Kohat were approached for data collection. Data for the study basically comprised of in-depth feelings, attitudes and perceptions of the research respondents. Adapted research tool was used so,  the reliability coefficient was not re ensured. Two questionnaires were used one for teachers and other for students. The questionnaire for teachers had 30 items while questionnaire for the students had 20 items.

The findings indicated that there is a significant difference of handling behavioral problems, teachers’ abilities, subject command, student motivation, communication and classroom discipline between male and female teachers, however there are some areas where teachers need training on how to better manage classroom behaviors strategies in co-education set up.