Teachers' Commitment, Pedagogical Knowledge and Classroom Management in Public Senior Secondary Schools in Calabar Education Zone, Cross River State, Nigeria

Osang; Cletus Anyankwu; Ofem; Ernest Uzong; Omang; Conerliu Etianghe; Mpiele Justice E; Obi; Michael Agian

doi:10.56201/ijee.v12.no.1.2026.pg156.165

📄 Download Paper

Teachers' Commitment, Pedagogical Knowledge and Classroom Management in Public Senior Secondary Schools in Calabar Education Zone, Cross River State, Nigeria

Osang, Cletus Anyankwu, Ofem, Ernest Uzong, Omang, Conerliu Etianghe, Mpiele Justice E, Obi, Michael Agian

Abstract

The study examined teachers' commitments, pedagogical knowledge and classroom management in senior secondary schools in Calabar Education Zone, Cross River State, Nigeria. To achieve the purpose of the study, two research questions were answered and two hypotheses tested at 05 level of significance. The design adopted for the study was the Ex-post facto research design. The population was 127 teachers in the seventy-two (72) public senior secondary schools in Calabar Education Zone of Cross River State. A simple random sampling technique was used to obtained the sample of the study. The instrument used for data collection was Teachers' Commitment, Pedagogical Knowledge and Classroom Management Questionnaire (TCPKCMQ). The instrument was subjected to expert judgment in the Department of Test and Measurements in University of Calabar. The statistical techniques used for analysis were One-Way Analysis of Variance and Regression. The findings revealed that, teachers’ commitment, pedagogical knowledge significantly influences classroom management for students learning process. The test of the hypotheses in the study showed that teachers affective or dedication, content knowledge of the subject matter enhanced classroom management skilled and engagement of students’ academic activities in schools. Based on the findings, it was recommended, among others that teachers training should be a continuous www.ijee.io process, because it’s a key component that build dedication among teachers and taking responsibility of tasks as a personified professional educator. In addition, instructors in all secondary schools should be given the incentives they need to become more effectively committed in their work in order to improve students’ academic achievement in the country.

Keywords

ManagementPedagogical KnowledgeSkilled ClassroomStudents Engagementand Teachers' Commitment

References

Abel, E. O. (2010). Teachers’ characteristics and their attitude towards classroom management. Calabar: Nigeria Rapid Educational Publications, NIGERIA. Altun, M. (2017). The effects of teacher commitment on student achievement. International Journal of Social Sciences and Educational Studies, 3(3), 51 – 54 Bassey, B., A. (2012). A wider view of classroom management. Uyo: Ekong Publication House, Nigeria. Cohen, A. (2017). Relationships among five forms of commitment: An empirical assessment. Journal of Organizational Behavior. 20(3),29-37. http://doi.10.1002/ 1099- 1379. Ebimiere, A., Nwankwo J., U., & Nweke, E., O. (2020). Classroom management and student academic performance in public secondary schools in River State. International Journal of Educational Research and Management Technology, 5(3), 7-12. El-Kalai, I., Kirmi, B. & Lhassan, I. (2021). Investigating the effect of teacher commitment on student academic achievement: The case of Moroccan high schools in Tangier. International Journal of Research in Business and Social Science, 10(8), 350 -363. Federal Republic of Nigeria (2014) National Policy on Education , Nigerian Educational Research and Development Council . 6th Edition, 17-29. Jacob, F., John, S., & Gwany, D. M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: a theoretical overview. Journal of Global Research in Education and Social Science, 14(2), 14-44. Kerlinger, F. N. (1986). Foundation of Behavioural Research (3rd ed). New York, Holt Rinehart and Winston. Maasum, T., Maarof, M,. Yamat, Y, & Zakari , Z. (2012). An investigation of teachers' pedagogical skills and content knowledge in a content-based instruction context. Indonesian Journal of Applied Linguistics, 1(2), 75-90. Manla, H. V. (2021). School climate: Its impact on teachers’ commitment and school performance. Journal of World English and Educational Practices, 2(3), 66-76 Mwesiga, A. & Okendo, E. O. (2018). Levels of teachers commitment to the teaching profession in secondary schools in Kagera Region, Tanzania. Research on Humanities and Social Sciences, 8(14), 117 – 127. Obianwu, G. C. & Benstowe, F. (2023). Teachers’ commitment and students’ academic performance in public senior secondary schools in River East Senatorial District of Rivers State. International journal of Scientific Research in Education, 16(3), 270-287. Obot, T., U. (2010). Gaining students attention in the classroom and students’ academic performance in Ibesikpo in Ibesikpo Asutan Local Government Area. (B.Ed). Unplication project, Faculty of Education, University of Uyo, Uyo. Olasehinde-Williams, F., Yahaya, L. & Owolabi, H. (2018). Teachers' knowledge indicesas predictors of secondary school students' academic achievement in Kwara State, Nigeria. – IAFOR Journal of Education, 6(1),73-90. Opoh, F. A., Egan, H. E., Ekpoto, E. A., Dunka, D. G., & Chisom, G. M. (2025). Professional competence of social studies teachers teaching population and family life education. International Journal of Social Sciences and Management Research, 11(6), 462-470 Pandey, C. K. (2012). Impact of job satisfaction and organizational commitment on employee loyalty. International Journal of Social Science & Interdisciplinary Research, 1(8), 26- 41. Piaro, M. S. (2018). Classroom management and Students’ Academic Performance in Public secondary Schools in Rivers State. Journal of Scientific Research in Education, 11(5), 940-963. www.ijee.io Umoren, I. P. (2010). The concept of classroom management in Modern Society. Uyo: MGO Nigerian Publishers. Voss, T., Kunter, M. & Baumert, J. (2011). Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952–969. https://doi.org/10.1037/a0025125. Warrah, S. M., Musa, A. F., & Ibrahim, A. O. (2020). Determine the relationship between teacher knowledge and students’ academic performance using teacher commitment as mediator. Quantum Journal of Social Sciences and Humanities, 1(5), 1-12.

Teachers' Commitment, Pedagogical Knowledge and Classroom Management in Public Senior Secondary Schools in Calabar Education Zone, Cross River State, Nigeria

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION