Volume 13, Issue 2A and 2B, 2025
The Role of Teachers’ Communication and Gender in Managing Students’ Disruptive Behaviours in Secondary Schools
Sulaimon Adewale, Muyideen Babatunde Tahir, Ismail Olasunkanmi Ashiru & Mufutau Olayiwola Sanni
Abstract
This study investigates the role of teachers' communication strategies and
gender in managing students' disruptive behaviours in secondary schools in
Nigeria. A total of 367 teachers participated in the study. Data were collected
using structured questionnaires and analysed using Pearson correlation and
independent samples t-tests. The findings indicate no significant difference in
managing disruptive behaviours based on teachers' gender, suggesting that
male and female teachers are equally effective in handling classroom
disruptions. However, a significant positive correlation was found between
teachers' communication strategies and managing students' disruptive
behaviours (r = .213, p < .001). This result highlights the importance of
effective communication in fostering a conducive learning environment. The
study underscores the need for teacher training programmes to emphasise
developing strong communication skills crucial for effective classroom
management. By focusing on communication strategies, teachers can better
address and mitigate disruptive behaviours, thereby enhancing the overall
educational experience for students. These findings contribute to the existing
literature on classroom management and provide practical implications for
educational policy and teacher professional development programmes.
Keywords
Classroom Teacher management, communication, Teacher gender, Disruptive behaviour, Secondary education
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