Effectiveness of Classroom Management Strategies in Reducing Students’ Disruptive Behavior at Secondary Level: Gender and School Location

Abstract

This study investigates the effectiveness of classroom management strategies in mitigating disruptive
behavior among secondary school students in District Vehari. The research aims to address key questions,
including the impact of these strategies on studentengagement, the role they play in the teacher-student
relationship, and the challenges faced by educators in their implementation. The study employs a
questionnaire with a Likert scale, encompassing 30 statements focused on the main theme of
effective
of
classroom management. The target population comprises all secondary schools in
DistrictVehari, encompassing both public and private institutions thus total number of participants is 313.
Simple random Sampling technique is employed in this research project. Findings reveal the multifaceted
nature
effective
classroom management, emphasizing clear rule establishment, positive
reinforcement, diverse teaching methods, and the cultivation of positive teacher-student relationships.
These elements contributenot only to behavior management but also to an enhanced overall learning
experience andimproved student outcomes. Teachers grapple with disruptive behavior, and this research
serves as a valuable resource, offering insights into the impact of teacher strategies on thelearning
environment. By understanding these influences, teachers can refine their approaches, creating
classrooms that foster both academic enrichment and positive student behavior. This study contributes to
the ongoing dialogue on effective classroom management, providing valuable insights for educators
and researchers.