East African Journal of Education Studies, Volume 6, Issue 1, 2023

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East African Journal of Education Studies

eajes.eanso.org
Volume 6, Issue 1, 2023 EAST AFRICAN
Print ISSN: 2707-3939 | Online ISSN: 2707-3947 NATURE &
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Original Article

Classroom Management Challenges Facing Teachers in Enhancing Students'

Academic Achievement in Public Secondary Schools in Tarime District
Victoria Yonas1* Dr. Clara Rupia, PhD1 & Dr. Daniel Onyango, PhD1
1 St. Augustine University of Tanzania, P. O. Box 307, Mwanza Tanzania.
* Author for Correspondence Email: [email protected]

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Date Published: ABSTRACT

16 January 2023 This study aimed at finding out the classroom management challenges facing
teachers in enhancing students' academic achievement in public secondary
Keywords: schools of Tarime District in Tanzania. A mixed research approach and a
convergent parallel design were used. Simple random and purposive sampling
Teachers, techniques were used to obtain a sample size of 92 respondents, including
Classroom teachers, DEO, and HOS. Teachers were polled via questionnaires, while WEO,
Management, the heads of schools, and district education officer were polled via interviews. A
correlation coefficient of 0.7 demonstrated that the instruments were valid and
Academic
reliable for data collection. The reliability of research instruments was computed
Achievement, through a split-half coefficient, while content and face validity were achieved
Secondary Schools. through the member checking method by experts from the Faculty of Education.
The quantitative data was coded and described statistically with the help of the
Statistical Package for Social Science (SPSS) version 21 whereas the qualitative
data was analysed through thematic analysis. The findings revealed that a
shortage of instructional materials, poor professional relationships between
teachers and students, and poor classroom management skills were the challenges
facing teachers. The study recommended that there was a need for teachers to
create a positive professional relationship with their students and adopt different
instructional approaches to ensure effective teaching delivery of the content.
APA CITATION
Yonas, V., Rupia, C., & Onyango, D. (2023). Classroom Management Challenges Facing Teachers in Enhancing Students'
Academic Achievement in Public Secondary Schools in Tarime District East African Journal of Education Studies, 6(1), 22-37.
https://doi.org/10.37284/eajes.6.1.1048.

CHICAGO CITATION
Yonas, Victoria, Clara Rupia and Daniel Onyango. 2023. “Classroom Management Challenges Facing Teachers in Enhancing
Students' Academic Achievement in Public Secondary Schools in Tarime District”. East African Journal of Education Studies
6 (1), 22-37. https://doi.org/10.37284/eajes.6.1.1048

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East African Journal of Education Studies, Volume 6, Issue 1, 2023
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HARVARD CITATION
Yonas, V., Rupia, C., & Onyango, D. (2023) “Classroom Management Challenges Facing Teachers in Enhancing Students'
Academic Achievement in Public Secondary Schools in Tarime District”, East African Journal of Education Studies, 6(1), pp.
22-37. doi: 10.37284/eajes.6.1.1048.

IEEE CITATION
V. Yonas, C. Rupia & D. Onyango. “Classroom Management Challenges Facing Teachers in Enhancing Students' Academic
Achievement in Public Secondary Schools in Tarime District”, EAJES, vol. 6, no. 1, pp. 22-37, Jan. 2023.

MLA CITATION
Yonas, Victoria, Clara Rupia & Daniel Onyango. “Classroom Management Challenges Facing Teachers in Enhancing Students'
Academic Achievement in Public Secondary Schools in Tarime District”. East African Journal of Education Studies, Vol. 6,
no. 1, Jan. 2023, pp. 22-37, doi:10.37284/eajes.6.1.1048

INTRODUCTION applied to restrict behaviour for religious reasons in

the 19th century. The consequences for breaking the
Teachers typically confront a variety of challenges regulations were severe bodily penalties (Lebor,
when managing their classrooms (Saleem et al., 2017; Siddiqui et al., 2020; Diana et al., 2021). The
2019). Generally speaking, classroom management interest in classroom management was sparked in
is the most challenging thing of all. As a result, the early 1970s by the writings of Jacob Kounin in
teachers manage their classes differently to ensure his book titled "Discipline and Group Management
that pupils achieve academically. It is obvious that in the Classroom," when he found a college student
teachers who manage their classrooms effectively blatantly reading a newspaper in the class. He
will help their students succeed academically. discovered the study of classroom management as a
Recent studies have looked into the connection significant medicine and tool that could make
between classroom management and students' learners' disruptive behaviour diminish (Maro,
academic success. Increasing classroom 2017). But in the 1980s, the idea of classroom
management practices is vital for students’ high- management as a whole changed to emphasise
level achievement. The development of effective creating a secure and supportive environment for
classroom management techniques is essential for the teaching-learning process (Good & Brophy,
high level student performance. Classroom 2013). Maintaining an environment supportive of
practices directly influence students' academic students' academic success and socioemotional
success. Teachers’ classroom management is cognition is now considered classroom management
clearly associated with students’ academic (Egeberg et al., 2016; Evertson & Weinstein, 2013).
performance. Recently, it was found that effective This study takes the contemporary view of
classroom management significantly increases classroom management where the supportive
academic achievement of students and decreases environment for students’ academic achievements
behavioural problems of the students (Korpershoek is considered.
et al., 2016). This study therefore sought to analyse
how the inability of teachers to effectively manage In the USA, classroom management by teachers is
their classrooms affects their students’ academic significant because it plays an important part in
performance in Tarime district. improving students' achievement. School districts
implemented mentoring programmes for
Classroom management was traditionally thought inexperienced teachers to ensure effective
of as rigid adherence to teachers' directions in class implementation of classroom management that
because of its roots in orthodox religious views. leads to students' academic achievement because
Thus, it was anticipated that a well-organized classroom management was one of their most
teacher would uphold strong discipline in serious challenges (Barrera et al., 2010). Again, it
classrooms (Scarlett, 2014). Additionally, it was

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was indicated by the school administrators that poor during teaching (Adamson, 2013; Soko, 2014).
classroom management has an impact on low Therefore, teachers need to be creative and
academic achievements and that effective innovative in recognising what destroys their
implementation of classroom management positive interactions with students during the
contributes to improving students' academic teaching and learning process. Teachers should
performance (Savage & Savage, 2009). In this remember that poor classroom management leads to
study, school administration in Tarime district was poor student achievement, whereas effective
among the factors that were studied as the classroom management contributes to better student
challenges of classroom management. performance. Kaliska (2012) showed that there is a
need to advance teachers' classroom management
Numerous studies conducted in America indicate skills in public secondary schools in Tanzania
that teachers' methods of classroom management because this will enable the production of well-
can significantly impact students' levels of focus, trained learners useful for the future development of
autonomy, responsibility, moral growth, and Tanzania. It is necessary to ensure effective
academic success (Freiberg et al., 2008; Romi et al, teachers' classroom management to promote
2009). Studies from Israel, China, and Australia students' achievement in public secondary schools
have described how classroom management is used because if a teacher is incapable of managing the
and how it affects students’ progress. The results class, students may not learn effectively and
indicated that proper classroom management efficiently leading to low academic achievement.
contributes to students' self-learning, which leads to
their academic achievement (Romi et al., 2009). In In the case of the Tarime District, classroom
Nigeria, classroom management affects teaching management was implemented to improve students'
and learning in the classroom, especially when academic achievement. However, the current
teachers face the challenge of controlling students situation facing public secondary schools in Tarime
during teaching (John, 2014). Classroom District, among others, is the increase in the dropout
management in public secondary schools in Nigeria rate of students. Statistics show that the dropout rate
is given less attention, and, therefore, this has led to has increased from 4.3 in 2018 to 4.7 in 2019. This
indiscipline issues among students during the is because most of the students are engaging
teaching and learning process (Omenka & Otor, themselves in indiscipline issues like pregnancy and
2015). This is because once a teacher manages truancy (Blatchford & Russell, 2019). The students'
students' behaviour in the classroom; it is a starting dropouts may be the result of poor classroom
point for a teacher toward proper classroom management (Garret, 2014). Moreover, Tarime
management. After all, students will listen District is facing the problem of poor students'
attentively; engage in classroom activities, and academic performance, especially in the national
concentrate. examination results. For example, statistics show
that overall students’ performance in 2020 was 108,
In Tanzania, public secondary schools are faced division two was 266; division three was 326;
with many classroom problems, which lead to a fall division four was 1439; and division zero was 596.
in students' academic achievement. Classroom In the year 2021, the district got 106 division ones,
management seems to be among the most important division two was 281, division three was 484,
skills for enhancing students' performance. The division four was 1608, and division zero was 475
government is making efforts to train teachers (MEST, 2020 & 2021). This shows that students'
through colleges and universities. However, dropout rates are increasing, and the number of
classroom management is a huge challenge because
teachers fail to manage students in the classroom

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students' performance falls under division four and ability to manage their classrooms, and this may
zero, which indicates poor performance. also affect students' academic performance. In
support of Osakwe and Osakwe (2015), some
Although many studies have shown links between international studies show that new teachers
classroom management practices and student encounter difficulties in classroom management,
achievement, much of this literature is based on especially those relating to physical facilities,
correlational findings. Similarly, although the administrative assistance, student behavioural
developers of classroom management programs issues, and instructors' self-created difficulties in the
hypothesize academic effects, the literature on the classroom (Burns & Darling-Hammond, 2014).
topic is relatively sparse and inconsistent. This implies that teachers face challenges in
LITERATURE REVIEW managing their classrooms.

Several studies have been carried out concerning the This affects them during classroom management
problems in classroom management facing because it becomes difficult for them to handle
some classroom problems that arise from students,
teachers, such as Solimani & Razmjoo (2016),
Chamila (2019), and Macias & Sanchez (2015). A and this also affects students' academic
study conducted by Solimani and Razmjoo (2016) achievement. Other studies by Saga (2014) on the
on classroom management challenges in Iran access and quality issues community secondary
schools face, as well as Hipolite (2019) on teachers'
revealed that teachers are facing instructional
challenges. According to the aforementioned strategies in addressing the issues with
studies, the instructional challenges facing teachers implementing competence-based curriculum in
include among others, unfinished homework Tanzania, reported that insufficient teaching and
assignment by the students. This means that after learning materials are among the instructional
challenges teachers face in classroom management
finishing teaching, teachers assign students some
work to do, and problems arise when students delay that impede students' academic achievement.
finishing the given assignment. This is supported by Furthermore, Osakwe and Osakwe (2015), in their
Chamila's (2019) study about the challenges of study concerning challenges of effective classroom
classroom management in India, which found that management and control in Nigeria, posit that poor
students' failure to do homework given by their communication between teachers and students and
teachers is among the instructional challenges poor motivation on the parts of students and
facing teachers in classroom management. This teachers are among the challenges in classroom
challenge not only disrupts the class but also the management, and these challenges affect students'
academic achievement. Osakwe and Osakwe (2015)
students' academic achievement.
added that a poor relationship between the teacher
Likewise, the study by Osakwe and Osakwe (2015) and the students is also a challenge in classroom
on their study concerning challenges of effective management. This means that if the teacher and the
classroom management and control in Nigeria students are not communicating with each other, it
reported that teachers' poor instructional delivery will be difficult for the teacher to be aware of what
methods and insufficient knowledge of the subject the students are going through in their academic
matter are among the instructional challenges facing affairs and help them, and this may affect their
teachers in classroom management, which in turn performance.
affect students' academic achievement. In other
words, poor teaching methods and inadequate This is supported by Hussein's (2019) study on
knowledge of the subject matter affect teachers' classroom management challenges and solutions in
Ethiopia. He reported that among the challenges in

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classroom management that may affect students' issues and their solutions in the Philippines reported
performance are poor communication and that classroom discipline management skills are
motivation of students. Similar to that, a study by among the most difficult challenges, especially for
Macias and Sanchez (2015) on classroom beginning teachers. This is because beginning
management concurs with Hussein (2019) who teachers lack both teaching and management
states that lack of students' motivation and attention experience, and today's classrooms contain students
in class is one of the challenges teachers face in with diverse behaviours, which makes it difficult for
classroom management and that this affects them to handle when these classroom problems
students' performance. In other words, this means arise during lesson delivery.
that students' participation in class is affected hence
their academic achievement. Since the aforementioned studies were carried out
in other areas, there was a need for this study to
Moreover, a study by Charles and Mkulu (2020) on critically examine the fundamental factors that
the management challenges facing school impend classroom management in Tarime district
administrators in Tanzania reported that a shortage secondary schools where the students’ academic
of infrastructure affects classroom management and achievements are still low.
students' academic achievement because it leads to
student absenteeism in schools. Charles and Mkulu Self-efficacy was first mentioned in Bandura's
(2020), are supported by Saga (2014) who studied (1977) social cognitive theory as the main driving
the challenges facing community secondary schools force behind an individual's behaviour. Self-
in Tanzania and found that the shortage of school efficacy, according to Bandura, is "the belief that
infrastructure affects classroom management and one can successfully carry out the behaviour
students' academic performance because teachers necessary to achieve outcomes" (p. 193). An
found it hard to manage overcrowded classrooms individual is believed to move from knowledge to
action through self-efficacy. According to Bandura
Likewise, a study done by Osakwe and Osakwe (1986), elevated efficacy beliefs would promote
(2015) about the challenges of effective classroom perseverance and high levels of performance.
management and control in Nigeria added that However, compared to the notion known as general
inadequate physical facilities, such as furniture and efficacy, personal teacher efficacy is thought to be a
teaching aids, are among the challenges that disrupt more accurate depiction of teacher efficacy.
classroom management and affect students'
performance. Similar to that, Macias and Sancez Theoretical Framework
(2015), in their study about classroom management The Goal Centred Theory is a model of classroom
in Columbia, add that insufficient classroom management created by Rudolf Dreikur (GCT). The
conditions are one of the challenges in classroom key component of Dreikur's GCT is the teacher's
management. This means that if the students' capacity to identify the causes of a student's
learning environment is not attractive and they lack misbehaviour and come up with creative solutions
desks it affects their academic achievement to address the student's needs (Lyons et al., 2015).
Nath (2015) on classroom management in Medak, According to Dreikur, a student's interests, values,
Telangana, added that classroom management skills and aspirations that are in line with the environment
are very important in ensuring a conducive and the teacher in the classroom have a significant
classroom environment and in enhancing students' impact on how they behave (Bear, 2009). The
academic achievement. Likewise, a study by significance of social equality and the impact of
Sabaduquia and Bulat-ag (2017) on classroom belonging on a student's long and short-term

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objectives are stressed by Dreikur. Due to this, design, quantitative and qualitative data are
Dreikur's theory depends significantly on the simultaneously collected, separately analysed,
student's acceptance within social groups and the combined, and then interpreted to see if the findings
teacher's capacity to create a helpful learning supported or contradicted each other's interpretation
environment in the classroom. of the overall results (Creswell & Creswell, 2018).

One benefit of Rudolf Dreikur's GCT is the teacher's Population and Sampling Procedures
capacity to demonstrate a democratic teaching
approach (Lyons et al., 2014). By identifying which A sample of 92 people was selected from the
of the "four incorrect aims of behaviour" is targeted population of 460. The sample size for this
motivating a student's misbehaviour, the teacher can study involved 80 classroom teachers, 5 ward
alter their behaviour and how they see situations education officers, and 1 district education officer
(Bear, 2009). The "Positive Discipline Model" has from Tarime district. The sample size for this study
been used to determine whether the behaviour is was obtained using Yamane’s (1967) formula. This
motivated by "attention," "misguided power," study assumed n = 92 for the sample size, n- = 460
"revenge," or "inadequacy," since it supports the for the population size, e = sampling error, * = 95
idea that discipline should increase one's sense of percent confidence level, and p = 0.5 for the
self-worth, happiness, and social connection (Bear, population size. The study employed stratified
2009, p. 306). sampling techniques to select teachers according to
their gender and simple random sampling
The GCT's idea of addressing students' needs while techniques for each gender. The stratified sampling
minimising discouragement and using technique was also used to select six schools and
encouragement is also one of its strengths. Students heads according to their geographical locations.
are more likely to feel supported throughout their Finally, purposive sampling was used to select 1
academic journey when teachers create classroom DEO and 5 WEOs to take part in the study. Their
environments where students are encouraged sampling was due to their positions in the education
through positive discipline. This theory was administration and management in Tarime district.
applicable to this study as it addressed the key issues
pertaining to classroom management. Data Collection, Analysis and Ethical
Considerations
METHODOLOGY
The researcher used a questionnaire and an
This section presents the methodology used for this interview guide for data collection. A correlation
research. In particular, it highlights research coefficient of 0.7 demonstrated that the instruments
approach and design, population and sampling were valid and reliable for data collection. The
procedures, data analysis and ethical considerations. reliability of research instruments was computed
through a split-half coefficient, while content and
Research Approach and Design face validity were achieved through the member
The study employed a mixed-methods research checking method by experts from the Faculty of
approach to explore and get detailed information on Education. Quantitative data was analysed using
examining the implementation of classroom descriptive statistics with the help of the Statistical
Package for Social Science (SPSS) version 21.
management for improving students’ academic
achievement in public secondary schools in the Qualitative data was analysed through thematic
Tarime district. In this study, a convergent parallel analysis. The researcher asked for permission from
mixed method design was used. In this type of the respective authorities in order to ensure ethics

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and to ensure confidentiality and anonymity in shown in Table 1. In order to improve effective
doing research. academic achievement, the researcher also asked
the respondents to describe the difficulties they face
FINDINGS AND DISCUSSION in the classroom. The results are shown trendy
The study shows the difficulties teachers face Figure 1.
during classroom management, and the results are

Table 1: Responses on Classroom Management Challenges Facing Teachers

Statements Response
1 2 3 4 5
f % f % f % f % f %
Unfinished assignments 7 8.8 9 11.3 4 5 36 45 24 30
Poor instructional delivery method 10 12.5 8 10 9 11.3 23 28.8 30 37.5
Teachers insufficient knowledge of the subject 10 12.5 9 11.3 4 5 32 40 25 31.3
matter
Lack of teaching experience 8 10 7 8.8 - - 30 37.5 35 43.8
Inadequate teaching and learning materials 3 3.8 7 8.8 2 2.5 28 35 40 50
Shortage of teachers - - 2 2.5 5 6.3 35 43.8 38 47.5
Poor communication between teachers and 10 12.5 4 5 - - 26 32.5 40 50
students
Poor relationship between the teacher and the 5 6.3 4 5 - - 35 43.8 36 45
students
Shortage of school infrastructure like 3 3.8 5 6.3 3 3.8 28 35 41 51.2
classrooms
Students absenteeism 3 3.8 4 5 3 3.8 35 43.8 35 43.8
Lack of classroom management skills 5 6.3 3 3.8 1 1.3 31 38.8 40 50
Key: 1= Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree, F = Frequency, % =
Percentage.
Source: Field Data (2022)

Table 1's findings revealed that while 20.1 percent accomplish their work. Therefore, failing to finish
of respondents disagreed with the statement, 75 the work provided by the teachers to the learner is
percent of respondents agreed that unfinished an instructional challenge to the teachers in
homework assignments provide a difficulty to managing the classroom.
effective classroom management. 5% of
respondents disagreed with the statement that Additionally, the results revealed that 66.3 percent
unfinished homework assignments present a of respondents concurred that using subpar
difficulty to good classroom management, despite educational delivery techniques contributes to poor
their agreement. The findings correspond with the classroom management. However, the statement
information provided by Chamila (2019) in the was contested by 22.5 percent of the respondents.
study about the challenges of classroom Despite their agreement, 11.3 percent of the
management in India. The findings revealed that respondents disagreed with the statement that
most teachers fail to manage a class effectively due ineffective classroom management is hampered by
to the situation in which the learner fails to ineffective instructional delivery techniques. The

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findings are supported by (Tahir & Qadir, 2012; between the teacher and the students is a challenge
Ashraf & Ismail, 2016; Grant, 2017) who in their in classroom management, while only 11.3% of
study revealed that newly qualified teachers face a respondents disagreed with the statement. No
challenge in ensuring effective classroom respondents were neutral to the statement that poor
management due to lack of experience in teaching. relationship between teachers and students is a
challenge in classroom management. Despite the
Additionally, the results revealed that 71.3 percent agreement, none of the responses disagreed with the
of respondents concurred that teachers' lack of statement that managing a classroom is difficult
subject-matter expertise poses a barrier to efficient because of the instructor and students' strained
classroom management. However, the statements connection.
were contested by 23.8 percent of the respondents.
Despite the majority of respondents agreeing with A shortage of educational infrastructure, such as
the statement, 5% were unsure. In addition, 81.3 classrooms, was also acknowledged by 86.2 percent
percent of respondents agreed with the assertion that of respondents; however, 10.1 percent of
a barrier to successful classroom management is respondents disagreed with the assertion. Despite
lack of teaching experience, while 18.8 percent their agreement, 3.8 percent of the respondents
disagreed. Despite the consensus, none of the disagreed with the assertion that managing classes
respondents disagreed with the statement that is made more difficult by lack of school
managing a classroom without teaching expertise is infrastructure, such as classrooms. The results are
difficult. Further research revealed that 85% of corroborated by Osakwe and Osakwe's (2015)
respondents agreed with the claim that managing findings, which show that lack of school
the classroom is difficult due to lack of suitable infrastructure, including classrooms and other
teaching and learning resources. 12.6 percent of the facilities inside the classroom affects classroom
respondents, however, disagreed with the assertion. management.
Despite their agreement, 2.5% of the respondents
disagreed with the assertion that poor teaching and Additionally, 87.6 percent of respondents agreed
learning materials present a management difficulty with the assertion that managing a classroom while
in the classroom. 91.3 percent of respondents agreed learners are absent presents a problem; however, 8.8
with the statement that it is difficult to provide good percent of respondents disagreed with the statement.
classroom management at schools due to lack of 3.8 percent of the respondents disagreed with the
teachers, whereas only 2.5 percent disagreed. assertion that managing absence in the classroom,
Despite the agreement, only 6.3 percent of the despite the majority of respondents agreeing. Table
respondents believed that managing classrooms is 1 results also revealed that 88.8% of respondents
made more difficult by a teacher shortage. concurred that lack of classroom management
abilities is also a problem. 10.1% of the
Table 1 results also revealed that while 17.5 percent respondents, however, disagreed with the assertion.
of respondents disagreed with the assertion that Only 1.3 percent of the respondents disagreed with
poor teacher-student communication is a challenge the assertion that managing the classroom is
in classroom management, 82.5 percent of difficult due to lack of classroom management
respondents agreed with it. The majority of skills.
respondents (88.8%) agreed that a poor relationship

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Figure 1: Responses on the Challenges Facing Teachers

25 22.5 21.3
20 18.8
20 18 17 17.5
16 15 14
15
10
5
0
Shortage of Instructional Poor relationship Shortage of Shortage of
instructional challenge classroom infrastructure
material management
skills
Frequency Percentage

Source: Field Data (2022)

The solution to the problem teachers have with A Shortage of Instructional Material
maintaining classroom discipline is shown in Table
1. The findings showed that 22.5% of the From the qualitative data gathered during the
respondents mentioned a shortage of instructional interview, this sub-theme was identified. The
materials. It is a challenge that faces teachers in quantitative data from Figure 1, which shows that
classroom management. Also, 20 percent of the 22.5% of the respondents indicated lack of teaching
respondents acknowledged the instructional materials, supports the subtheme that was retrieved.
challenges in classroom management. Moreover, The quantitative data in Table 1, which show that
18.8 percent of the respondents admitted that poor 85% of respondents thought that having insufficient
relationships are a challenge in classroom teaching and learning resources was a difficulty for
management. In addition, 21.3% revealed that lack classroom management, also lend credence to the
of classroom management skills is a challenge in sub-theme.
classroom management. Additionally, 17.5% of The data collected during the interview with the
those surveyed acknowledged that inadequate interviewee at the second school supported the
infrastructure makes managing classrooms difficult. above findings. A question regarding the difficulty
To effectively achieve this objective, the researcher that teachers face in ensuring efficient classroom
collected qualitative data from the interview. The management was posed to the interviewee. The
information obtained was analysed, and the interviewee reportedly said,
mentioned subthemes were extracted, including: There are not many teaching and learning
shortage of instructional materials; instructional resources at my school." It is difficult for the
challenges; the poor professional relationship teachers to ensure good classroom
between teachers and students; a shortage of management when there are not adequate
classroom management skills; and a shortage of
teaching and learning resources available.
infrastructure, as discussed here below. Teachers fail to ensure effective classroom
management due to the scarcity of resources.
"In the absence of enough teaching and

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learning materials, it's a challenge for how a creates a barrier to effective classroom management
teacher will implement effective teaching and since there may be a scramble for the few teaching
learning, which goes directly with effective and learning tools that are available in schools.
classroom management (Interviewee 2, June
2022). Instructional Challenge

This suggests that efficient classroom management This is another sub-theme that was drawn as a
is guaranteed by the availability of sufficient challenge to effective classroom management from
teaching and learning resources. Thus, having an the qualitative findings of the interview. The
adequate supply of instructional and learning quantitative data in Figure 1, which demonstrate
materials at the school may allow the teachers to that 20% of respondents think that instructional
efficiently run the classroom. Additionally, the issues are a barrier to successful classroom
results corroborated the details given in the first- management, lend credence to the extracted sub-
round interview with the subject. When questioned theme. The quantitative findings in Table 1, which
about the difficulty that teachers face in establishing show that 91.3 percent of respondents concur that a
good classroom control, the interviewee said that barrier to maintaining good classroom management
insufficient teaching and learning resources present at schools is a teacher shortage, further support the
a difficulty for successful classroom management. conclusions. The qualitative data collected during
The management of the classroom is based on the the interview with the interviewee at the first school
availability of instructional and learning resources supported the conclusions. The respondent was
that teachers can use in the classroom (Interviewee: quoted as having said, when questioned about the
June 1, 2022). difficulty teachers have in ensuring efficient
classroom management:
The findings are backed by research from Hipolite
(2019) on teachers' techniques for tackling the In my school, there are not enough teachers
difficulties of implementing a competence-based compared to the number of students. The
curriculum in Tanzania, as well as Saga's (2014) shortage of teachers in the classroom makes it
findings on the access and quality concerns difficult for teachers to maintain effective
community secondary schools face. According to classroom management. Due to their
the two authors, managing a classroom can be overburdened work load, teachers face a
difficult because there are not enough educational challenge in ensuring effective classroom
materials available. Because there may be a management. The lack of enough teachers who
scramble for the few teaching and learning are responsible for implementing the teaching
resources that are accessible in schools, lack of them and learning process creates a challenge for
presents a barrier to efficient classroom effective classroom management (Interviewee
management. 1, June, 2022).

Research from Hipolite (2019) on teachers' This suggests that one of the problems with
strategies for overcoming the challenges of education in schools is lack of teachers to carry out
implementing a competence-based curriculum in the teaching and learning process. Additionally, the
Tanzania as well as Saga's (2014) results on the quantitative data in Table 1, where 75% of
access and quality issues community secondary respondents stated that unfinished homework
schools face support the findings. The two authors assignments constitute a challenge in effective
contend that lack of educational resources makes it classroom management, supports this sub-theme.
challenging to manage a classroom. Lack of them The results are consistent with those of Suleiman

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East African Journal of Education Studies, Volume 6, Issue 1, 2023
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and Razmjoo (2016), who examined Iranian shows that 82.5 percent of respondents agreed with
classroom management issues. The research found the statement that poor communication between
that teachers struggle with classroom management teachers and students is a challenge in classroom
and unfinished assignments, among other management, supports this sub-theme. According to
instructional issues. research cited by Osakwe and Osakwe (2015),
teachers must deal with problems like poor
Additionally, the qualitative data shared during the communication between themselves and their
interview with the interviewee in the third school students in order to ensure effective classroom
supported the findings. When questioned about the management.
difficulties in classroom management, the
interviewee said that the majority of teachers The qualitative data that the interviewee supplied
employ inadequate instructional methods during the during the interview in the second room
teaching and learning process, which has an effect corroborated the findings. When questioned about
on the classroom management process (Interviewee the difficulties in classroom management, the
3, 2022). The results in Table 1, where 66.3 percent respondent was reported as saying,
of respondents believed that ineffective
instructional delivery methods are a challenge in "In my ward, some teachers fail to create a
classroom management, are consistent with this. positive relationship with their students. The
The results are corroborated by Osakwe and failure of the teachers to create a positive
Osakwe's (2015) research on the difficulties of professional relationship with the students
effective classroom management and control in becomes a challenge for the teachers to ensure
Nigeria. The results showed that teachers face effective classroom management. The failure to
difficulties in guaranteeing effective classroom create a positive professional relationship
management due to inadequate instructional makes it a challenge for the teachers to identify
delivery. learners within the class and their interests. "If
teachers fail to identify the learner's ability,
Based on the results, it was concluded that interest, and attitude, it's a challenge in
individual ability had an impact on one's capacity to classroom management" (Interviewee 2, June,
choose how to manage a classroom, according to 2022).
Albert Bandura's 1977 self-efficacy hypothesis. The
instructional difficulty in the teaching and learning This implies that in the teaching and learning
process has an impact on a person's capacity. process, teachers should determine the learner's
interests, behaviour, and attitude by creating a
Poor Professional Relationships between positive relationship with the learner. The
Teachers and Students relationship with the earner might enable teachers to
manage the classroom effectively.
This is another sub-theme extracted from the
qualitative information obtained during the Additionally, the results in Table 1, which show that
interview. The interviewee exposed poor 88.8% of respondents concur that a teacher-student
relationships among teachers and students; it is a relationship issue is a challenge in classroom
challenge in effective classroom management. management, support this sub-theme. Also the
findings are supported by Osakwe and Osakwe
Figure 1's findings, which show that 18.8% of (2015) in their study concerning the challenges of
respondents said that bad relationships are effective classroom management and control in
challenges in classroom management, are consistent Nigeria. The study revealed that the poor
with this. Additionally, the data in Table 1, which

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relationship between teachers and students is a The qualitative data collected during the interview
challenge to ensuring effective classroom in the fifth school corroborated the conclusions. The
management. interviewee was questioned about the difficulties of
managing classrooms. "In my school, most of the
Additionally, the qualitative data shared during the teachers lack sufficient knowledge of classroom
interview with the interviewee at the fourth school management skills," the interviewee was quoted as
supported the findings. The interviewee was saying. Thus, the lack of enough skills and
questioned about the difficulties in managing the knowledge is a challenge in classroom management
classroom. The interviewee explained that it has (Interview 5, June 2022).
become a challenge for teachers to ensure effective
classroom management due to a poor professional This implies that teachers were not equipped with
relationship with the learner. Teachers who fail to knowledge and skills in their professional
create a positive relationship with the learner are development program, thus facing a challenge in
challenged in determining the learner's interests, classroom management. The findings corroborated
which might help him or her in the process of Tahir and Qadir (2012)'s claim that some teachers
classroom management (Interview HoS4, 2022). struggle to manage their classes due to lack of
classroom management skills.
The results support those of Hussein (2019), who
found that providing efficient classroom The results also corroborated the qualitative data
management is difficult because of inadequate that was presented during the interview with the
communication. Therefore, bad professional interviewee in the second school. When asked about
relationships result from ineffective the classroom challenge, the respondent explained:
communication, which affects classroom
management. Additionally, the results are "In my school, teachers were not undergoing in-
confirmed by Albert Bandura's 1977 self-efficacy service training, thus making them lack enough
theory. It is the concept of a person's capacity for skills and knowledge in classroom
decision-making with regard to the topic of the management. Thus, the lack of in-service
teaching and learning process. The individual's training is a challenge for the teachers in
ability was impacted by the unprofessional managing the classroom since they are not
relationship that existed between teachers and equipped with skills and knowledge for
students. classroom management (Interview 2, June
2022).
A Shortage of Classroom Management Skills
Oliver and Reschly (2007) support the findings by
This is another sub-theme extracted from the stating that lack of classroom management skills is
qualitative findings. According to the interviewee, a barrier to effective classroom management.
lack of classroom management skills is a challenge Therefore, classroom management is a challenge
in classroom management. This was confirmed by due to the teachers' lack of classroom management
the quantitative data in Figure 1, where 21.3 showed skills. Furthermore, the findings are supported by
that a problem in classroom management is lack of the self-efficacy theory developed by Albert
classroom management abilities. Additionally, Bandura in 1977. The theory discusses individuals'
Table 1's qualitative data, which shows that 88.8% capacity to decide on an issue. Teachers' lack of
of respondents concur that lack of classroom management skills influences an individual's ability
management abilities cause difficulty for the in the teaching and learning process.
classroom manager, supported the sub-theme.

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A Shortage of Infrastructure management. As a result, teachers will find it

difficult to control the class size. Saga's (2014)
This is another sub theme that was drawn from the analysis of the access and quality issues community
qualitative data gathered through the interview. The secondary schools in Tanzania face supports this.
interviewee revealed that managing classrooms at The results showed that teachers face difficulties in
schools is difficult due to lack of infrastructure. This maintaining efficient classroom management due to
was corroborated by the data in Figure 1, where inadequate school infrastructure.
17.5 percent of respondents stated that lack of
infrastructure caused a problem for managing Additionally, the results confirmed by the data
classrooms. The quantitative data in Table 1, where provided by the respondent in the fourth ward
86.2 percent of respondents agreed with the demonstrate that teachers struggle to provide
assertion that a barrier to classroom management is effective classroom management as a result of the
the lack of school facilities such as classrooms, high student enrolment in their classes. The
supports the findings. presence of many makes managing the classroom
more difficult (Interview 4, June 2022).
The information supplied by Charles and Mkulu
(2020) in their study about the management issues The findings are in line with the findings in the
encountered by Tanzanian school administrators study by Macias and Sancez (2015) in their study on
validated the findings. The findings revealed that classroom management in Columbia, which listed a
the shortage of infrastructure is a challenge for poor learning environment as one of the challenges
ensuring classroom management. Thus, an to classroom management. The outcomes show that
insufficient classroom is a challenge in classroom poor classroom facilities pose a management issue.
management since it will lead to an overcrowded
class. The results validated Albert Bandura's self-efficacy
hypothesis, which was introduced in 1977. The
The findings were also supported by qualitative data theory examines a person's capacity for problem-
gathered during the interview. When questioned solving. In this regard, the findings on the
about the difficulty of managing the classroom, the difficulties instructors face in managing the
respondent was quoted as saying: classroom effectively are the factors that affect the
person's ability to handle problems brought up in the
"In my district, there is a problem with school classroom. As a result, the study's many challenges
infrastructure. This problem has come up due to had an effect on classroom management, which in
the increase in the number of students enrolled turn hampered the teacher's ability to manage
per year. The increase in the enrolment of problems in the classroom.
students led to a scarcity of classrooms and
other learning infrastructure. Due to the CONCLUSION AND RECOMMENDATION
overcrowding in the classroom, teachers face a
challenge in ensuring effective classroom The researcher identifies problems with classroom
management. In most schools, one class has management that teachers in Tarime District public
more than 50 students, while the normal ratio secondary schools face in raising students' academic
could be 40. "It's a challenge for the teachers progress. The survey found that teachers face a
how to handle a large population in a single variety of difficulties when it comes to classroom
room" (Interviewee 2, June, 2022). management. These include lack of infrastructure,
lack of teaching materials, poor connections
This suggests that the higher number of pupils in between teachers and students on a professional
each class presents a problem for classroom level, lack of classroom management abilities, and

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East African Journal of Education Studies, Volume 6, Issue 1, 2023
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lack of instructional materials. The local management. International Journal of

government should prepare and provide a Educational Research, 96, 154-163.
professional development programme for the in-
service teachers that equips them with skills and Burns, D., & Darling-Hammond, L. (2014).
knowledge on how to ensure effective classroom Teaching around the world: What can TALIS
management. These skills will enable teachers to tell us.
manage the classroom effectively and ensure https://edpolicy.stanford.edu/sites/default/files/
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availability of enough school infrastructure will Management in Esp. Course Faced by New
ensure effective classroom management since there
Instructors (Doctoral dissertation, University of
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