ASSESSMENT OF THE LEVEL OF CLASSROOM MANAGERIAL SKILLS BASIC SCIENCE TEACHERS IN UPPER BASIC SCHOOLS IN ANAMBRA STATE POSSESSED

Abstract

This study investigates the classroom managerial skills of Basic Science teachers in Anambra State, Nigeria, and their impact on teaching effectiveness. Using a descriptive survey research design, data were collected from 178 Basic Science teachers across 266 public secondary schools. The Classroom Managerial Skills Questionnaire (CMSQ) was employed to assess various dimensions of classroom management, including discipline, organization, lesson planning, communication, psychological environment, and time management. The findings reveal that teachers generally exhibit high levels of effectiveness in managing student behavior, organizing learning activities, planning lessons, and communicating with students. However, the psychological and social classroom environment, along with physical resources, received a lower rating, indicating areas needing improvement. The study highlights the importance of effective classroom management in enhancing student engagement and academic outcomes. Based on these findings, the study recommends investing in a supportive classroom environment, providing professional development for teachers, encouraging strong teacher-student communication, and regularly assessing classroom management strategies. These measures aim to improve the overall teaching and learning experience in Basic Science education.