TEACHERS’ CREATIVE CLASSROOM MANAGEMENT TECHNIQUES AS CORRELATES OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the relationship between teachers’ creative classroom management techniques and students’ academic performance in public secondary schools in Anambra State. Specifically, the study explored relationship between teachers’ instructional creativity, behavioural management strategies and classroom organization techniques and students’ academic performance. The study was guided by three research questions and anchored on Classroom Management Theory by Kounin (1970) which emphasized the significance of teachers' proactive classroom management techniques in fostering a conducive learning environment. The theory was selected because it suggested that effective classroom management is not merely about controlling student behaviour, but rather about creating a structured environment that promotes student engagement and learning. The correlational research design was adopted for the study, with a sample consisting of 52 SS 2 English Language teachers and 960 students from 20 selected schools in Awka and Nnewi Education Zones. Purposive sampling technique was employed which ensured the inclusion of schools with SS 2 English Language teachers and accessible academic performance records of SS 2 students in English Language. Data were collected using a teacher questionnaire and students' academic performance records. The collected data were analysed using the Pearson Product Moment Correlation Coefficient. The findings revealed strong positive correlations between each of the teachers’ creative classroom management techniques (instructional creativity, behavioural management strategies and classroom organization techniques) and students’ academic performance. These correlations suggested that teachers’ classroom management techniques are significantly related to students’ academic performance. The study concluded that improving teachers' classroom management techniques is essential for enhancing students' academic outcomes. Based on these findings, the study recommended among others that teachers should undergo regular professional development programs on instructional creativity, focusing on innovative teaching methods that actively engage students and foster critical thinking. This would make lessons more interactive and relevant, enhancing students’ motivation and participation, thereby improving academic performance.