CLASSROOM MANAGEMENT IN SINGLEGENDER AND MIXED-GENDER SECONDARY SCHOOLS OF LAHORE, PAKISTAN

Abstract

Establishing and sustaining an orderly classroom environment is one of the crucial skills of effective teachers and it positively affects students’ academic outcomes (Gage, Scott, Hirn & MacSuga-Gage, 2018; Korpershoek, Harms, de Boer, van Kuijk, & Doolaard, 2016). The success of teachers, as well as students, is directly linked to effective classroom management (Marzano, Marzano, & Pickering, 2003). The present study aimed to determine classroom management strategies used by teachers in singlegender and mixed-gender secondary schools of Lahore, Pakistan. Three school types (i.e., single-gender boys’ schools, single-gender girls’ schools, and mixed-gender schools) were studied to find the impact of school type on teacher classroom management. The study was quantitative in nature where data was gathered from a sample of 206 secondary school teachers from three different types of schools. Classroom management was measured by using the Behavioral and Instructional Management Scale (BIMS) by Martin and Sass (2010). Both types of statistics i.e., descriptive and inferential were used for data analysis. Classroom management strategies used by the teachers in secondary schools were found to be statistically significantly different across the three school types. Recommendations were provided to teachers, school administrators & policymakers to improve classroom management