Kindergarten teachers’ use of classroom management strategies in the Hohoe municipality, Volta Region

Abstract

This study examines kindergarten teachers’ perceptions of classroom management strategies in managing kindergarten pupils. The study employed concurrent mixed method design, underpinned by the pragmatic philosophical thought. Data were collected in two phases using a four-point Likert-type questionnaire and observation schedule. At the quantitative phase, a questionnaire was administered to teachers while the qualitative phase involved observation and interview of class teachers. Independent samples t-test and standard deviation were the analytical tools used for quantitative data while the qualitative data were thematically analysed to explain issues as they emerged from the quantitative data. The findings of the study showed that kindergarten teachers in the study area had high efficacy beliefs in classroom management practices; kindergarten teachers mostly used group managerial approach, group guidance and the business academic approaches in managing the misbehaviour and inadequate nurturing at home, and copying of bad behaviours by pupils at home and in school. Seeking teachers’ and peers’ attention seemed to be the reasons why pupils misbehave in kindergarten classrooms. Moreover, no statistically significant difference was found in the efficacy beliefs in classroom management practices of male and female kindergarten teachers. It was therefore, recommended that both the pre-service and in-service early childhood teacher education programmes in Ghana should emphasize teacher trainees’ ability to: (1) manage the peculiar behaviour of individual pupils; and (2) establish classroom management systems appropriate for learners. The Colleges of Education and Ministry of Education should ensure that teachers receive more training in classroom management during their off-campus teaching.