Influence of Professional Development and Teaching Experience on Classroom Management among Secondary School Teachers in Oluyole Local Government Area Oyo State
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Date
2025-12
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Lead City University, Ibadan
Abstract
Effective classroom management is vital for quality teaching and significantly influences students’ engagement and learning outcomes. However, many public secondary school teachers in Oyo State struggle with managing classroom behaviour effectively, thereby hindering educational goals. This study investigated the influence of professional development and teaching experience on classroom management effectiveness among secondary school teachers in Oluyole Local Government Area, Oyo State, Nigeria. The study was anchored on Bandura’s Social Cognitive Theory and Knowles’ Andragogical Model, which emphasize experiential learning and self-efficacy as foundations for professional competence. A descriptive survey design was adopted, and data were collected from 693 teachers selected through stratified random sampling. The instrument used, the Professional Development, Teaching Experience, and Classroom Management Effectiveness Scale (PDTEMES), had a Cronbach’s alpha of 0.81. Data were analyzed using descriptive statistics, Pearson’s Product Moment Correlation, and Multiple Regression Analysis. Findings revealed that classroom management effectiveness was generally low (M = 2.33), and participation in professional development programmes was also low (M = 1.83), though interactive formats
such as seminars were rated effective (M = 2.60). Teachers were largely qualified and experienced, with most holding B.Ed. or higher degrees and averaging 8–16 years of teaching experience. Correlation analysis showed significant positive relationships between professional development and classroom management effectiveness (r = 0.539, p < .05), and between teaching experience and classroom management effectiveness (r = 0.216, p < .05). Regression results indicated both factors jointly explained 55% of the variance (R² = 0.551, F(2, 691) = 155.93, p < .001). The study concludes that limited participation in professional development may impede effective classroom management and recommends continuous, structured, and context-specific training, mentorship, and supportive school environments.
Keywords: Professional development, teaching experience, classroom management effectiveness, secondary school teachers, Oyo State.
Word count: 275
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Keywords
Professional development, teaching experience, classroom management effectiveness, secondary school teachers, Oyo State.
Citation
Kate Turabian