Climate Change and Classroom Management in Public Secondary Schools in Calabar Education Zone

Abstract

This study was conducted to examine climate change and classroom management in public secondary schools in the Calabar Education Zone of Cross River State with a population of 2053 teachers across all the public secondary schools in the study area. Sample of 821 teachers as the respondents was used for data collection. The instrument for data collection was called “Climate Change and Classroom Management Questionnaire (CCCMQ)”. To establish the reliability of the instrument, the researchers administered the instrument on 50 teachers who were not involved in the study. Using the Cronbach Alpha method, the reliability index was 0.82, which was regarded as high enough to justify the use of the instrument for data collection. Data gathered were coded and analysed using Pearson Product moment correlation statistics. The result of the analysis indicated that school climate change in terms of physical and social climate change significantly related to classroom management in public secondary schools in the Calabar Education Zone. It was recommended that The State Government in conjunction with the school principals, should ensure that the necessary school facilities are made available in the secondary school so as to enhance classroom management by the teachers. Again, the school principals should make an effort to ensure that the social aspect of the school in terms of encouraging sustainable human relations is given top priority.