Classroom Management Styles of Primary School Teachers in Rivers State: A Concern for Effective Pupils’ Control and Learning


The paper examined the classroom management styles of teachers in the primary schools in Rivers state, Nigeria, with the aim of effectively handling pupils’ behavioural problems. A sample size of one thousand (1000) primary school teachers were administered with the Teachers Classroom Management Questionnaire (TCMQ), which was developed by the researchers to obtain data from them. One research question and two hypotheses were raised and tested with descriptive statistics and the chi-square. Results indicated that majority of the teachers were predisposed to the reactive management style as against the proactive style of management. The implication is that the latter breeds behavioural problems and misdemeanour among pupils. Some recommendations such as training in proactive management and a more comprehensive teacher education programme were therefore made.