IMPLICATION OF CLASSROOM MANAGEMENT PROBLEMS IN TEACHING AND LEARNING BUSINESS STUDIES IN SECONDARY SCHOOL IN PORT HARCOURT

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According to Osuala (2004), business studies is a field of study that assists students in gaining an awareness of how the labor market functions, as well as the present and future circumstances for employment, in the labor market. Bookkeeping, shorthand, typewriting, office practice, and commerce are some of the subfields that fall under the umbrella of business studies. Through the study of business, one can increase their chances of entering the workforce and advancing their career, learn the laws that govern economic issues, and improve their ability to make rational decisions by applying economic tools of analysis on opportunity cost and the law of diminishing returns. All of these benefits can be obtained. Under the direction of their Business studies instructors, students in junior secondary school classes receive instruction in the pedagogy and abilities that are intended to be acquired in the field of Business studies.
In recent years, effective management of classrooms has been shown to be one of the most challenging aspects of the teaching and learning process. This single ability has made a significant contribution to the stress and burnout experienced by teachers, as well as to general levels of self-efficacy among teachers, student accomplishment, and teacher performance in the classroom. (Edwards, Green, and Lyons’s 2002; Gordon’s 2002; Jepson and Forrest’s 2006). The process of ensuring that classroom lessons continue to run smoothly in spite of disruptive behavior on the part of students is referred to as “classroom management,” and it is a word that is used by teachers. The avoidance of disruptive behavior is another meaning conveyed by the phrase. It is probably the most challenging component of teaching for a lot of teachers, and the fact that they’ve had troubles in this area is actually the reason why some teachers quit their jobs. The term “classroom management” refers to a complex set of behaviors that are enacted by the instructor in order to establish and maintain conditions that permit students to accomplish educational goals in an effective manner. Brown (1995) examined classroom management as a process that involves the organizing of certain academic activities that are needed for good teaching and learning in a particular setting. He defined these tasks as “academic tasks that are essential for effective teaching and learning.” The decades between the 1970s and the 1980s saw the beginning of education’s fascination with the concept of effective classroom management (Tavares, 1996 & Butchart, 1995). In these early years, the primary focus was placed on making the classroom a safe environment and developing behavior management, which was utilized by the classroom teacher to control and mold the behavior of the pupils so that it conformed to the regulations of the school. The administration of a classroom through the use of an authoritarian or punitive approach may suppress chaotic behavior, but it may not support the growth of students or allow for the acquisition of more complex forms of learning, such as critical thinking and reflection (Jones, 1995).

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