Extent of Teachers’ Classroom Management Practices for Quality Teaching and Learning in Secondary Schools in Ebonyi State
Dr. Isaac N. Nwankwo, Mr. Omebe Matthew, Mrs. Anikeze Christiana

Abstract
This study ascertained extent of teachers’ classroom management practices for quality teaching and learning in public and private secondary schools in Ebonyi State of Nigeria. The research design adopted is descriptive survey. The population for this study comprised 3275 secondary school teachers while the sample for this study comprised 1641 respondents. A researcher-developed instrument duly validated by experts was used for data collection. The overall scale reliability coefficient for the instrument was 0.82. The researchers collected data with the help of six research assistants. Mean and t-test were used in data analysis. Findings indicated that teachers in private schools used instructional monitoring for quality teaching and learning in the classroom to a low extent. Accordingly, it was among others recommended monitoring team should be set up in all the schools in Ebonyi State.

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