BEHAVIOURAL EXPECTATIONS AS PREDICTOR OF TEACHERS' MANAGEMENT OF CLASSROOM BEHAVIOUR IN SECONDARY SCHOOLS IN OSUN STATE

Abstract

The study investigated the level of teachers' management of classroom behaviour among secondary school teachers in Osun State. It also examined the predictive ability of teachers' behavioural expectations on the management of classroom behaviour in the study area. The population for the study comprised 6736 secondary school teachers in Osun State. The sample size comprised 480 respondents, selected using a multistage sampling technique. One instrument titled “Behavioural Expectations and Teachers' Management of Classroom Behaviour (BEMCB)” was used to elicit information from the respondents. Data collected were analysed using percentages and frequency counts, mean, standard deviation, linear and multiple regression. The hypothesis was tested at a 0.05 level of significance. The results showed that 79 (16.5%) of the secondary school teachers demonstrated a low level of classroom behaviour management, followed by 343 (71.5%) of them who demonstrated a moderate level of classroom behaviour management while 58 (12.1%) of them demonstrated a high level of classroom behaviour management. The study revealed that there was a
significant predictive ability of teachers' behavioural expectations on their management of classroom behaviour (R=.597, R2=.356, F=264.132).The study concluded that teachers' behavioural expectations, was capable of enhancing better management of classroom
behaviour in Osun State secondary schools