CHEMISTRY TEACHERS’ SELF-AWARENESS AS CORRELATES OF CLASSROOM MANAGEMENT PRACTICES IN KWARA STATE SENIOR SECONDARY SCHOOLS

Abstract

The study investigated Chemistry teachers’ self-awareness as correlates of classroom management practices in Kwara State Senior Secondary Schools. The study was guided by one research question with a corresponding hypothesis. The study adopted a correlational research design. The population of the study was 274 Chemistry Teachers. Simple random sampling technique was adopted in selecting 159 Chemistry Teachers. The research instruments used was adapted questionnaires with 5 point scale. Inferential statistics of linear regression was used to test the hypothesis at a 0.05 level of significance. Result of the hypothesis tested, revealed that there was significant relationship between chemistry teachers’ self-awareness and classroom management practices. The study recommended that chemistry teachers should adopt a good measure to strengthen their self-awareness skills during teaching and learning processes.