Perceptions of teachers regarding Classroom Management Strategies and Student Behavior at Secondary Level

Abstract

Classroom Management Strategies refer to the techniques and practices teachers use to maintain an organized, disciplined, and engaging learning environment. These strategies help minimize disruptions and promote effective teaching and learning. The objective of the study is to analyze the perceptions of teachers regarding Classroom Management Strategies and Student Behavior at the secondary level. A quantitative approach guided this study, with data drawn from primary sources. The target population included all secondary schools both public and private across Kasur district. Data were collected using two adapted questionnaires; the validity of both instruments was established through expert opinions, and reliability was assessed via pilot testing. Data analysis was conducted using SPSS version 27, with descriptive statistics (mean and standard deviation) employed to address the study’s objectives. This study concludes that there is a strong, positive relationship between proactive classroom management and disciplined student behavior in Lahore’s higher secondary sector. Teachers are highly successful at creating "ordered" spaces through structured environments and positive reinforcement. Students, in turn, demonstrate a high level of reliability and respect for the academic process.