Teachers’ classroom management practices as a determinant of pre-schoolers’ task persistence. Implication for early childhood development

Abstract

Preschoolers’ task persistence during classroom instruction has become a thing of concern to parents, education stakeholders and the general public. This lack of task persistence by pre-schoolers during classroom instruction may be attributed to the teachers’ classroom management practices. This study was therefore carried out to determine the extent to which teachers’ classroom management practices can predict preschoolers’ task persistence. The purpose of this was to determine the predictive ability of teachers’ classroom management practices on preschoolers’ task persistence. The study employed both descriptive and correlational research designs. 5 preschool educators and 156 pupils were purposively sampled for the study. The instruments for data collection were developed by the researchers from literature reviewed. The research questions were answered using mean and Pearson Product Moment Correlation Analysis while the hypothesis was tested at 0.05 using Regression analysis. The result of the study showed that teachers’ classroom management practices is a significant factor in determining pre-schoolers’ task persistence. The study concluded that teachers’ classroom management practices is a significant predictor of pre-schoolers’ task persistence. It is therefore recommended that early childhood educators should always adopted an effective classroom management practices that will enhanced and promote preschoolers’ task persistence during classroom instructions.

Keywords: Education, Classroom management, pre-schoolers, task persistence, childhood educators.