Factors Contributing To Effective Classroom Management by Agriculture Teachers at Secondary Schools in Eswatini

Abstract

Effectiveness on classroom depends on several factors. Unfortunately, paucity of studies has been conducted on classroom management by agriculture teachers.  Therefore, the study sought to determine factors that contribute to effective classroom management by secondary schools agriculture teachers in Eswatini. A predictive research design was used.  The target population was agriculture teachers in Eswatini. A simple random sampling was used to draw 180 respondents for the study. Data were collected using a self-administered questionnaire validated by four lecturers in the Department of Agricultural Education and extension. The reliability coefficient of the questionnaire was r=.83.The data were analysed using descriptive statistics, inferential statistics and multiple regression. The findings revealed that factors for effective classroom management by agriculture teachers were setting rules, lesson planning, class size, teaching methods, among others.  The findings further revealed that effective classroom management can be predicted from discipline, learner activities, lesson preparation and reinforcement. Therefore, the study concluded that effective classroom management rests mainly on setting classroom rules and student discipline. Thus, recommendation was that every teacher must be equipped with rules and disciplinary measured to be effective in classroom management. Further studies should be conducted on the rules and procedures needed in the teaching and learning of agriculture for effective classroom management.