ABSTRACT

The study examined principals’ supervisory roles as correlates of teachers’ effective classroom management in public secondary schools in South East, Nigeria. The design of the study was a correlational design. Six research questions and six hypotheses guided the study. The population of the study was 28235. A sample of 1410 principals and teachers was selected using stratified sampling techniques. Two sets of questionnaires were developed by the researcher for data collection. The first questionnaire titled: Principals supervisory roles Questionnaire (PSRQ) with 48 items was designed to collect information on Principal’s supervisory roles while the second questionnaire titled: Teachers Effective Classroom Management Questionnaire (TECMQ) which contained 15 items was designed to collect information on teachers’ effective classroom management. The instruments were validated and cronbach Alpha reliability test was used to determine the consistency of the questionnaire items. Reliability coefficients of 0 .79and 0.91 were obtained for the supervisory roles and classroom management in public secondary schools respectively which indicated that the instruments are highly valid and reliable for the study. Data were analyzed using Pearson product moment correlation to answer the research questions and test of significance to test the hypotheses @ 0.05 level of significance. The findings indicated that, Principals instructional roles have significant relationship with teacher effective classroom management to a high extent and other variables of Principal supervisory roles. The research concluded that the only way teachers can effectively manage classroom activities is to adhere to principals’ supervisory roles; instructional, human relation, communication, motivation, leadership and staff developmental roles. Based on the findings the researcher recommended that principals should ensure that instructional facilities are regularly provided for the smooth effective instructional delivery at all time and that teacher are encourage to sustain the high level of effective classroom management.