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| Teachers' Self-Efficacy and Role Play Methods on Classroom Management among Primary School Pupils in Lagos State
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ABOLUWARIN, Elizabeth Oyenike Ph.D and OYEDAPO, Philip Ibukun
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Abstract:
This study investigated teachers' self-efficacy and classroom management role-play methods in primary school children in Lagos State. A descriptive study design type was used for this study. The study population included all primary school teachers in Lagos State. The sample included her 100 primary school teachers drawn from 20 primary schools. We used a multilevel sampling technique to select 5 LGEAs from the local education authorities in Lagos State, and a stratified random sampling technique to select 4 primary schools from each LGEA. A self-development instrument was designed to study teacher self-efficacy and the role-play method of classroom management (TSaRPMoCM). To determine the reliability of the instrument, Cronbach's alpha method was used to examine its reliability factor, which was 0.77. As a result, it was found that there is a large difference in the level of self-efficacy between male and female teachers in managing elementary school classrooms. As a result, we found a positive and significant association between elementary school teachers' self-efficacy and classroom management methods. The study recommends that teachers should centralize teaching and learning for learners rather than for themselves, and that state education departments should monitor teacher activity appropriately. Ultimately, federal and state departments of education must find ways to provide adequate numbers of teachers for elementary schools.
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