Assessing Classroom Management Skills of University Teachers: A Case of University of Malakand

Abstract

This descriptive study analyzed classroom management skills and how it has been affected by some selected demographic variables. The researchers used a quantitative research design to explore the problem. By using a stratified random sampling method 120 university teachers were selected from nine faculties of the University of Malakand. A self-constructed questionnaire consisting of 41 Likert-type items was validated through a panel of experts and was used to collect data from the respondents. The instrument focused on three major components of classroom management skills that are content management, covenant management, and conduct management. The reliability of the instrument was established through Cronbach's alpha value which was found to be .86. The analyses of data revealed that university teachers had above-average levels of observance towards classroom management skills. Findings revealed that teachers' age, designation, and experience had a significant effect on their perceptions of classroom management skills. The results also revealed that teachers' gender, current post of service, and academic and professional qualification had no significant effect on their perceptions of classroom management skills. The study recommended that university administration with the collaboration of the Higher Education Commission may arrange in-service training opportunities to enhance their classroom management skills. For this purpose, the university may request the National Academy for Higher Education to arrange both short and long training sessions for the fresh and experienced faculty to improve their skills related to classroom management.