Inclusive Classroom Management Skills for Agricultural Science Teachers in Senior Secondary Schools in Abia State, Nigeria

Abstract

Classroom management is vital for teachers, particularly in inclusive settings where students have diverse needs. Most agricultural science teachers in senior secondary schools in Abia State, Nigeria, were trained before the introduction of inclusive classrooms, limiting their effectiveness in such environments. This quantitative descriptive survey aimed to identify inclusive classroom management skills needed by these teachers. Data were collected from 124 teachers using the Agricultural Science Teachers Inclusive Classroom Management Skills Questionnaire (ASTICMSQ), developed by the researcher and validated by three experts. The instrument's reliability was 0.81 using Cronbach’s alpha. Descriptive statistics (mean and frequency count) were used to answer research questions, while t-tests tested hypotheses at a 0.05 significance level. Findings revealed 20 inclusive classroom management skills, including setting clear rules, applying varied instructional strategies, and arranging the classroom to promote collaboration, interaction, and safety. However, teachers faced challenges such as negative attitudes toward students with special needs, lack of materials, and rigid curricula. Improvement strategies include setting minimum standards, integrating educational technology, and applying scaffolded teaching approaches. It is recommended that agricultural science teachers in Abia State should study and implement these skills to enhance inclusive teaching and learning outcomes.