Classroom Management in Higher Secondary Schools: Strategies and Patterns of Successful Teacher Behaviour

Abstract

A study of 75 business college teachers and their students was carried out to ascertain which classroom management strategies contribute to a large degree of cooperation and a minimum of disruptive behaviour. Both strategies of teaching, of fostering social relationships and of controlling students’ behaviour appeared to be significant. The behavioural range of successful teachers lies within certain boundaries differing by the respective strategies and showing varying patterns of strategies.