Comparative Analyses Of Teachers Perceptions About Classroom Content Management Strategies At Secondary School Level

Abstract

This study was conducted to analyze the Classroom Content Management Strategies (CCMS) employed by secondary school teachers (SST) in their classrooms. The objectives of the study were: to investigate the CCMS of the SST teachers in Khyber Pakhtunkhwa (KP); to compare the CCMS of SST teachers over the categories of students; male/female, urban/rural, public/private, and science/arts at secondary school level. The targeted area for this study was Peshawar division of KP. Sixteen schools were selected through stratified random sampling technique from each of the five targeted districts and six teachers were randomly selected from each selected school of the sample. To achieve the objectives, data were collected, tabulated and analyzed by using statistical tools through SPSS program. The analyzed data reflected that, in the perception of teachers; 58% teachers were in practice to use CCMS while 42% of the teachers were not using these strategies. Further, it was found that: male teachers were practicing well as compared to female teachers; urban teachers were good to use CCMS than the rural teachers; science teachers were using CCMS very well as compared to the arts teachers; and public school teachers were experienced in using CCMS than the private school teachers in the CCMS. On the basis of research findings, it was recommended that classroom management oriented refresher courses for both the male and
female teachers be arranged in order to abridge gender gap in various CCMS and more focus be given to CCMS in curriculum and teaching practice of pre-service teacher trainings.