THE IMPACT OF TEACHERS TEACHING EXPERIENCE ON CLASSROOM

MANAGEMENT AND CONTROL CASE OF SUMBAWANGA MUNICIPALITY

BY

SIMSOKWE WALTER GEREVAS

ARCHBISHOP MIHAYO UNIVERSITY COLLEGE OF TABORA

2016

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 THE IMPACT OF TEACHERS TEACHING EXPERIENCE ON CLASSROOM
MANAGEMENT AND CONTROL CASE OF SUMBAWANGA MUNICIPALITY

BY

SIMSOKWE WALTER GEREVAS

A Research Report Submitted in Partial Fulfillment of the Requirement for the Degree
of Bachelor of Art with Education of Archbishop Mihayo University College of Tabora

2016

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 CERTIFICATION
“The undersigned certifies that, he has read and hereby recommends for acceptance by
Archbishop Mihayo University college of Tabora a research report entitled: “the impact of
teachers teaching experience on classroom management and control” in partial fulfillment
of the requirements for the degree of Bachelor of Arts in Education of St. Augustine
University of Tanzania.

Mr. E. Ntazoya

Signature………....................................... Date……....................................……….......

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 DECLARATION
“I, SIMSOKWE WALTER G declare that, this research report is my own original work and
that it has not been presented and it will not be presented to any other university for same or
any other degree award.”

Signature............................................... Date………………......................

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 COPYRIGHT
This research report is copyright material protected under the Berne convention for the
protection of Literary and Artistic Works of 1886, as latest amended in Paris Act of 1979,
which Tanzania become party to the convention in 1994 and other international enactments,
in that behalf, on intellectual property. It may not be reproduced by any means, in full or in
part, except for short extracts for research or private study, critical scholarly review or
discourse with an acknowledgement, without the written permission of the Dean, Faculty of
Education, on behalf of both the author and Archbishop Mihayo University College of
Tabora.

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 ACKNOWLEDGEMENT
I wish to acknowledge with appreciation all those who have helped me to accomplish my
studies

First and foremost, I thank my almighty God for his grace and blessing to me which have me
complete this work.

Second, I offer my great thanks to my beloved parents, my father Gervas Daud Matofali and
my Aunt Salome Matofali, my brother Issa Gervas Simsokwe, Oshiri Simsokwe, Faniel
Gervas Matofali and Musafili Lughasio my sisters, Rose Gervas simsokwe and Gladness
Gervas Simsokwe and the head master of Katuma sec school, Kantalamba, St.Teresia,
Mhama Sumbawanga, Chemchem, Chanji sec school and Kizwite secondary school for their
assistance they show to me throughout my studies.

My sincere thanks to my father Gervas Daud Matofali and My mother Redicia Mwananzumi
for supporting me morally and financially throughout my studies, I appreciate their helps
which has enabled me complete my bachelor degree of art with Education.

I am very grateful to Mr.E.Ntazoya my supervisor of this research project for his generous
and scholarly assistance and concern at all the stages in organizing and writing this paper.

My thanks to group members of History and Geography, my group members and friends in
AMUCTA for their various contributions to me throughout my life time at AMUCTA.

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 DEDICATION
This research is dedication to my beloved parents, my father Gervas Daud Matofali and my
mother Redicia mwananzumi for their assistance they show to me throughout my studies,
Group members of History and Geography and my fellow students at Archbishop Mihayo
University College of Tabora for their great love and care.

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 ABSTRACT
This study was the impact of teacher teaching experience on classroom management and
controls in secondary s. Then the researcher used the following research objectives: to assess
the impact of teacher teaching experience on classroom management to the students
achievement, to assess the impact of teacher teaching experience on classroom management
in controlling the discipline of the students, to examine the different between the beginning
and experienced teachers regarding their classroom management.

The study employed a combination of both quantitative and qualitative approaches in data
collection, analysis and presentation. The quantitative approach was mainly used to present
statistical data. Data was obtained through the use of interviews and questionnaires.

The study revealed that most of head of schools and teachers were aware on the issue of
classroom management and teachers experience in education context, then it was pinpointed
that the teacher teaching experience and management is most help the teacher to be the good
teaching content in classroom, also on the impacts findings shows that it generate the
knowledge of teaching in classroom hence good academic performance to students

The teaching experience has the impact on classroom managements and control have a great
impacts on the academic performance of student in secondary schools, 97% of respondents
reported that, there is great impacts on the relationship between teaching experience and
classroom managements which enable teacher to control behavior of the students and
influence the achievement to the students.

Therefore to deals with the impacts of teacher teaching experience toward the classroom
management and control need the government to train the teacher from college and university
the aspect of the classroom managements and control also the teacher both beginning and
experience teacher should know the classroom managements approaches.

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 TABLE OF CONTENTS
CERTIFICATION .................................................................................................................... i
DECLARATION......................................................................................................................ii
COPYRIGHT ......................................................................................................................... iii
ACKNOWLEDGEMENT ...................................................................................................... iv
DEDICATION.......................................................................................................................... v
ABSTRACT ............................................................................................................................. vi
LIST OF TABLES .................................................................................................................. ix
LIST OF APPENDICES ......................................................................................................... x
CHAPTER ONE ...................................................................................................................... 1
INTRODUCTION AND BACKGROUND TOTHE STUDY .............................................. 1
1.0 Introduction ...................................................................................................................... 1
1.1 Background to the Problem .............................................................................................. 2
1.2 Statement of the Problem ................................................................................................. 7
1.3 The purpose of the Study ................................................................................................. 8
1.4 Research Objectives ......................................................................................................... 8
1.5 Research Questions .......................................................................................................... 8
1.6 Scope of the Study............................................................................................................ 8
1.7 Significance of the Study ............................................................................................... 9
1.8 The Theoretical Framework .......................................................................................... 9
1.9 The definition of the Terms ............................................................................................ 10
CHAPTER TWO LITETATURE RIVIEW ....................................................................... 12
2.1 Introduction .................................................................................................................... 12
2.2.The Impact of Teacher Teaching Experience on Classroom Management in Controlling
the Discipline of the Students............................................................................................... 12
2.3. The Impact of Teacher Teaching Experience and Classroom Control to the Students
Achievement......................................................................................................................... 13
2.4. Differences between the Beginning and Experienced Teachers Regarding Their
Classroom Management ....................................................................................................... 14
2.5. Research Gap................................................................................................................. 17
CHAPTER THREE ............................................................................................................... 18
RESEARCH AND METHODOLOGY................................................................................ 18
3.0 Introduction .................................................................................................................... 18
3.1 Research Design ........................................................................................................... 18

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 3.2. Area of the Study........................................................................................................... 18
3.3. Target Population and the sample size .......................................................................... 19
3.4. Sample Size and Sampling Procedures ......................................................................... 19
3:4:1. Schools sampling ....................................................................................................... 19
3:4:2 Heads of Schools ......................................................................................................... 20
3.5 Data Collection Instruments ......................................................................................... 20
3.5.1. Questionnaires ............................................................................................................ 20
3.5.2. Interview..................................................................................................................... 21
3.6. Data collection procedures ............................................................................................ 21
3.7. Data Analysis Plan ........................................................................................................ 21
3.8 Ethical Consideration ..................................................................................................... 22
CHAPTER FOUR .................................................................................................................. 23
DATA ANALYSIS AND INTERPRETATION .................................................................. 23
4.1. Introduction ................................................................................................................... 23
4.2: Demographic Characteristics of the Participants .......................................................... 23
4.2.1: Gender ........................................................................................................................ 23
4. 2:2: Levels of education ................................................................................................... 25
4.2.3 Working Experience of Participants (Teaching Experience) ...................................... 26
4.2.4 Information Characteristics of the Respondents ......................................................... 27
4.3. Objective One to Assess the Impact of Teacher Teaching Experience on Classroom
Management in Controlling Discipline of the Students. ...................................................... 27
4.3.1. aspect of classroom control and management ............................................................ 30
4.4. Objective Two: To Assess the Impact of Teacher Teaching Experiences and
Classroom Control to the Student’s Achievements.............................................................. 33
v) Effective Communication Skills ..................................................................................... 34
4.5 Objective Three to Examine the Different Between Beginning Teacher and
Experienced Teacher on Classroom Management in Secondary Schools ........................... 35
CHAPTER FIVE CONCLUTIONS AND RECOMMENDATION ................................ 42
5.1 Introduction .................................................................................................................... 42
5.2 Conclusion...................................................................................................................... 43
5.3 Recommendation ............................................................................................................ 43
REFERENCES ....................................................................................................................... 45
APPENDICES ........................................................................................................................ 50

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 LIST OF TABLES

Table 4.1 shows the distribution of gender respondents …………………………………….24

Table 4.2 shows the distribution of level of education among the respondents. ……………25

Table 4.3 shows the distribution of working experience of respondents (teachers) ………...26

Table 4.4 impact of teacher teaching experience on classroom management in controlling

discipline of the students …………………………………………………………………….28

Table 4.5 show the participants respond on the aspects of classroom control and management
………………………………………………………………………………………………..30

Table 4.6 shows response on the aspects of classroom control and management …………..31

Table 4.7 Impact of teacher teaching experience on classroom management to the student’s
Achievements. ………………………………………………………………………………34

Table 4.8 the different between beginning teacher and experienced teacher on classroom
management in secondary schools …………………………………………………………..36

Table 4.9 the problems facing the beginning teachers in classroom control in secondary
schools ……………………………………………………………………………………….38

Table 4.1.1 what should be done in order to improve the classroom control and
management…………………………………………………………………………………..40

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 LIST OF APPENDICES
APPENDEX A: Interview Guide to Discipline Master …………………………………….50

APENDEX B: Interview Guide to Academic Master ………………………………………51

APPENDEX C: Interview Guide to the Head of School …………………………………...52

APPENDEX D: Interview Guide to District Education Officer (DEO) ……………………53

APPENDEX E: Questionnaire to Teachers ………………………………………………...54

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 CHAPTER ONE

INTRODUCTION AND BACKGROUND TOTHE STUDY

1.0 Introduction
Teachers play a significant role in determining students’ academic performances in secondary
schools. The primary purpose of teaching at any level of education is to bring a fundamental
change in the learner (Tebabal&Kahssay, 2011). To facilitate the process of knowledge
transmission, teachers should apply appropriate teaching instructions that best suit specific
objectives and level exit outcomes.
Year of experience and classroom managements is not a gulf bestowed upon some teachers
and thought it true that some teacher adopt to classroom management skills that can be
gained through training and many years of experience in field, (Bosch 2006) experienced
teacher identify the establishment of classroom management as one of major goals that
needed to be accomplished in the few week. Beginning teacher cite classroom management
as one the most serious challenges .Some schools administration indicate poor classroom
management as the major reason for evaluation as well as primary reason why teacher are not
hired ( Sevege, 2009)
The classroom managements are more than disciplinary and controlling student’s
misbehavior. It can be broadly be defined as the actions teacher take it create implement and
maintain a classroom environment that support learning. Brophy (1979) effective teacher can
have any variety of qualities that make that successful of the student in the classroom the
primary the good experience teacher is a good classroom management and skills, Lipowsk
(2005). The setting of the desk style in classroom promote a student centered environment
and management of teacher experience in classroom it allow to see all student. The teacher
setting arrangement promote facilitate environments the student have easy access and
understands.

The classroom management from Walter( 1986) noted that classroom management is often
equated with classroom discipline which emphasizes the treatment of misbehavior but that
concept is much border and include the variety of activities teacher engage in gain student
Cooperating and establish order such as planning ,routing organizing activities monitoring
students. Classroom management refer to the action and strategies teacher use to solve the
problems in the classroom

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Teaching experience in classroom it comprises on classroom management and includes
spoken discourse instruction explanations metaphor question responding elaboration and
managements talk teacher monitoring the use of feedback intervention remediation and
formative and summative assessment to manage the classroom .teaching experience are
specifically action and discourse that takes place within a lesson and that physically enact the
approach and strategies, Alexander(2001).Question from teacher and their reaction to student
responses have a tendency to shape the way in which classroom discourse take place this can
also affect the extents to which the utility of describe cognitive features of learning task can
realized . Question from teacher can serve as analytic scaffolding providing support for
students as they process information in certain way of constructing knowledge as well as
building the social scaffolding to help the expectation in classroom participation and
authority over classroom discourse,(William,2010)

1.1 Background to the Problem

The few aspect of the education have generated as much concern a teachers teaching
experience on the classroom management are among the most frequently addressed topic for
teacher experience. They head the lest concern of classroom management’s ability to
effective classroom and organization instruction are basic fundamental of teaching experience
( Evertson,Emmer and clement ,1987)

Recent studies on the international teachers experience in the classroom management have
focused on varied themes concerning teaching experiences and classroom management in
foreign countries .those include socialization and acculturation process in classroom teacher
certification and inter into host country education system, Cruckshank, 2004;Ross, 2003.

In study that examined the professional acculturation experience of 33 international teachers

in Canada who came from different continents including Africa , Asia and Eastern Europe
found the teachers faced constrains in their transitional process mainly in four areas different
in language and culture , students classroom managements and parents relationship ,
different in teaching and learning style and curriculum and discrimination the participant
mentioned a lack of motivation among the students and lack of respect for a teacher authority.
Acculturation process often re quire learning new norms and behavioral pattern of host
culture. When international teacher face unmet e expectation of they perceive themselves to
be professional the experience can lead to frustrations and negative emotion about one’s
work.

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Brief history of classroom management it’s probably no exaggeration to say that the
classroom managements have been a primary concern of a teacher in classroom even since
there is a teacher in classroom management is relatively recent phenomena considered the
classroom management. The teachers effective classroom management have concern the four
dimension among other are wittiness ,smoothness momentum during the lesson presentation,
letting students know what behavior is expected of them at any given point in time and
variety and challenge in seatwork’s assigned to the students . Witness involves a keen
awareness of destructive behavior of four dimensions to that four dimension it the one that
constantly separate the excellent classroom managers from the average or below average
classroom management. Were among the first researchers show the prevalence’s of teachers
management skills and their concentration to student understanding in classroom it create the
achievement in classroom Wang et.al (1993).

Van der sijde (1989) in his study involve observation of 40 different Chinese, Japanese, and
America classroom management during the instruction found cross-cultural difference related
to classroom structure and management the prevalence differences in subject teachers
experience in teaching those subjects. More classroom specifically teacher in America
classroom were reported to have poor classroom management skills .Spending more time on
transition and non instruction activities than classroom in the other two counties as result the
America student spend loss time engaged in academic activities and demonstrated lower
achievement level .

Showed the global connection between classroom management and student learning with his
study in Netherlands he found that when teacher were trained in classroom management
skills and students reading achievement and persisted across economic background although
their studies were reported not intended to focus on it the report reported the poor teaching
experience and lack of classroom management resulted of poor achievements to the students
it show that the students consider classroom managements are important part of effective
teaching and necessary component for teachers control of classroom with the study higher
achievement students expressed the greater need for teacher manage for the purpose of
reducing time dealt with student misbehavior.

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A number of studies have found that classroom management is a primary areas in which the
beginning teacher feel under prepared( Britt, 1997) beginning teacher report that poor
management skill and disruptive student 57% are the most significant barriers to profession
success ( Fideler, 1999)

The survey over 6,000 teachers with less than three year of experience over 40% of the
respondents were either some prepared in the area of classroom management or not prepared
at all (Cleveland, 2008) although teacher prepared in tradition programs complete course
work in education and students teaching Gee (2001) found that teachers and preserves teacher
identify discipline and classroom management as two areas beginning teacher fear most about
their first year of teaching. Ladd (2000) reported that the issue of the classroom management
was the areas in which administrators expressed the greatest concern regarding new teacher
classroom skills Smith (2004) noted that 15% of all beginning teacher leave teaching by the
end of first year. Moreover approximately 33%of all teacher leaves the profession in the first
three years of teaching and 50% within the first five years many these teacher list problems
with classroom management as a significant factor influence their decision to leave their
profession

Wang et, al.(1993) were among the researchers to show the prevalence of teacher
management skills and their connection to the student understanding in classroom in china
show universal nature connection between teacher experience and classroom management
and students achievement level revealing that are not unique to specific population culture or
social background ( Logie 1991).teacher teaching experience are necessary component for
teacher control of the classroom within the study higher achievement student expressed the
greatest need for teacher management for the purpose of educing time dealt with students
misbehavior’ s.

Moreover as classroom management and teaching strategies the many studies report indicated
that have a strong potential positively influence on students achievement and leaning
strategies teacher teaching experience and classroom management have a strong potential to
positively influence the student achievement and learning those studies have indicate that
there are problem of the teacher teaching experience which can impact the lack of the
achievement to the student achievements in classroom specifically in the country the study
show there few year which teacher work with highly experience after training both in china
and in America the first and the second year the teachers experience appear very crucial

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impact that influence the students achievement Colleague(1998) However, even when well-
planned, their implementation has not always been as successful as hoped, and evidence
suggests that a wide gap exists between the expected goals of curriculum reforms and actual
progress achieved in classrooms, schools and numbers of teachers (Chisholm and
Leyendecker, 2008, Dembélé and Lefoka, 2007, World Bank, 2008).

Children may find themselves without a teacher or in crowded classrooms with a poorly
trained or untrained teacher: two million more teachers are needed to achieve EFA by 2015
and 3.4 million teachers are needed to replace those who leave. In 33 countries, 75% of
teachers were not trained to the required standard or did not have sufficient schooling for
solid content knowledge (UNESCO, 2012). Data from three recent studies indicate that in
sub-Saharan Africa and South Asia, many students spend years of instruction with no
progress on basics (Piper, 2010, Pritchett and Beatty, 2012, Sumra, 2010). If students do not
learn the basics early on, the rest of the curriculum is inaccessible to them, often leading to
early school dropout. Worldwide, 120 million children do not reach grade 5 (UNESCO,
2012). Where content is determined rigidly by grade and not by achievement, once children
have failed, they continue to fail, resulting in the ‘spiral build-up of learning matter’ for
teachers in secondary school to deal with for the 48% of primary leavers who are succeeding
in entering lower secondary school in developing countries in larger numbers (World Bank
2008, p. xii).

The Chinese government transforming the education policy which characterize by the
communication and interaction between the student and teacher also among the students
themselves also significant influence on the process of teaching skills in the classroom and
achievements to the students the policy achieve only in the five year teacher with experience
taught and follow the curriculum intensify the achieving on the classroom management more
than the teacher with poor experience
In South Africa school classroom are managed by licensed teacher and their requirement in
bachelors degree and completion of approved teacher educational institution instruction
resource Bank (2010)this requirement is not effected in some country such as Kenya
alternative licensing programmers offered for attractive professionals into teaching
secondary use different strategies to manage the classroom the teacher characteristics
improve the quality of teacher experience the teacher play the role in fostering the
intellectual and social development of students in more than 50% of teacher in south Africa
manage one classroom of students in several subject such as number of work in other school

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teacher may teach under one special subject example music in number of classes which give
the teacher experience in that subject area for an effective classroom management . The
teacher may also include multicultural programming in lesson plan to address the need of all
students regardless of cultural backgrounds

In Uganda the teachers get training in the institute of teacher’s education kyambogo (
ITEK)at degree, diploma and ordinary certificate level .World education forum (2000)the
training process teachers with different level of profession qualification which could affect
the way the teacher manager classroom. However about 12%of the school teacher in Uganda
are untrained. The Ugandan teacher manage classroom by planning for lesson for effective
teaching further teacher manage the classroom by planning meaning of time is wasted during
the lesson. However the transition time from one lesson to another should be managed
without wasting much time .The teacher are able to maintain class discipline using skills of
behavior management acquired during training depend on own teacher characteristics.

In Tanzania teaching experience is crucial criterion for teacher composition in most public
school system in Tanzania. Moreover, over policy makers and researchers have shown
increase of interest in investigating its impact on student achievement and on the classroom
management putting all evidence to gather it seem that teacher experience matter only for the
first year during these few years of teaching in particular the first three years teacher appear
to gain the commutatively in their contribution to student learning level. The impact of
teaching experience the first few year this issue remains to be further explored the teacher
experience and classroom management. whereas the former emphasized developing self
discipline both claimed to the best prevents of behavior problems in classroom in Tanzania
old conceptualization of classroom managements is a largely consisted with dual meaning of
the term discipline as well as two traditional and primary aims of schools discipline in
Tanzania education (William, 2003).

In response to these calls international development community the Tanzania government

transformed secondary level education and modify teacher training which need Tanzania
teacher to be good in classroom management Tanzania ministry of education initiated the
secondary education development plan( SEDP) in 2004 a US 123.6 millions loans the first
time doubling the teaching forces in the country Makwasa (2006) in 2008 the ministry 0f
education and vocational training requested the support of UNICEF in developing the
teacher training program to increase the skills of teacher in classroom control from 2008 –

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2013 to support the training teachers experience in the classroom managements but in real
sense this challenge is still impacting on student achievement due to that the most teacher
teaching in secondary school have receive poor training

1.2 Statement of the Problem

The several school inspector annual report that for last several year although the teacher with
experience play a significant role on the classroom management enhancing student
performance and change of behavior they seemed to have relaxed that they did not perform
as expected. The study therefore will investigate the impact of teacher teaching experience on
classroom management in schools.

But until to day the question is about the impact of teacher teaching experience on the
classroom management have raised considerable interest of the students. And teacher
(Hightower et al,2011) Moreover research on teaching experience and classroom
management constantly were investigate the impact which teaching experience enhance the
growth of the classroom management is fundamentalism linked to application of experience
teaching on classroom management by teacher impact knowledge to the learner and how
differ between the beginning teacher and experience teacher in classroom instructional or
management. Jacobsen (1999) substantial research on teacher teaching experience and
classroom experience is often reflected by achievement of the student which show that
teacher with experience had more quality to manage the classroom. Condition in the
classroom varied experience teacher and the new teacher characteristics to every widely.
Teaching and learning experience are very complex so the experience is needed so as to
explain the complex the process is needed on classroom management.

After having seen the real situation of both new teacher or the beginning teacher and
experienced teacher in Tanzania, now I can express the question. “This is about: the impact
of teacher teaching experience on classroom management. This study will intend to find the
impact of teacher teaching experience on classroom management in Sumbawanga
municipality

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1.3 The purpose of the Study
The purpose of the study will assess the impact of teacher teaching experience on the
classroom management in Sumbawanga Municipality also will base on exploring the year of
teaching experience influence on the student’s achievement in classroom. The study will
interview to test the teacher theoretically classroom management teacher behavior and the
year of experience to the classroom achievement in Sumbawanga Municipality the study will
classify the teachers in classroom and impact to the students with reactive classroom
management .

1.4 Research Objectives

The study was guided by the specific objectives
i) To assess the impact of teacher teaching experience on classroom management in
controlling the discipline of the students.
ii) To assess the impact teacher teaching experience and classroom control to the students
achievement.

iii) To examine the differences between the beginning and experienced teachers regarding
their classroom management.

1.5 Research Questions

i) What are the impacts of teacher teaching experience on classroom management to the
students’ achievements?

ii) What is the Impact of teacher teaching experience on classroom management in

controlling the discipline of the students?

iii). Are they any different between the beginning and experienced teacher regarding their
classroom management?

1.6 Scope of the Study

the study was conducted in Sumbawanga municipality in Rukwa region, Tanzania Rukwa
region has several district but this study was carried in sumbawanga municipal because there
were no study carried concerning the impact of teacher teaching experience on classroom
managements and control in secondary school within this district has been conducted. The
data were collected in different eight secondary school in Sumbawanga municipality. The
research decided to select sumbawanga municipality because most secondary school were
located in position where the researcher reached easy collected the required data on given
time.

8
1.7 Significance of the Study
The finding will also useful to teachers trainees school management committees and parent.
The teacher trainees will be guided by the study findings to choose the most efficient teacher
training program. The study findings will also guide teacher classroom management
committees to employ school teacher who have trained well and different characteristics will
be able to choose the best
The findings will help the students teachers to generate their knowledge in solving the
problem which appear during the first time of teaching activities especially for the beginning
teacher also will acquire the new knowledge include the effective teaching though this
student teachers will shaping the necessary students characteristics. After the evaluation the
student teachers will be able to make decision concerning the students and how to manage
these who is misbehaving ’. It can be decide either improves to consider.

1.8 The Theoretical Framework

Glickman and Tamashiro (1980) and Wolfgang (1995) conceptualized framework to explain
teacher beliefs regarding child development. Their continuum illustrates three approaches to
classroom interaction—Non-Interventionist, Interventionist, and Internationalist ranging from
the beginning teacher to experienced teacher control classroom. Teachers with experience
may demonstrate characteristics of each category in different situations, they are likely to use
one approach more often than the beginning teacher or the teacher which have tough only
one year, (Wolfgang, 1The Non-Interventionists believe that the child has an inner drive that
needs to find its expression in the real world (Wolfgang, 2005). As a result, non
interventionists suggest that students should be allowed to exert significant influence in the
classroom and that teachers should be less involved in adjusting student behaviors’ (Ritter &
Hancock, 2007).

According to Witcher et al.(2002) teachers adhering to the non-interventionist orientation are

considered student-oriented and tend to employ tactics considered to use minimal teacher
power. Children are seen to have an inner potential, and opportunities to make decisions
enable personal growth (Burden, 1995). The main aim of discipline into socialize young
children and help them to construct their own values (Kohn,1996; Rodd, 1996), to teach
students to cooperate with others and to develop integrity to make ethical choices and the
confidence to act on their values(Ginott, 1972; Gordon, 1974; Gartrell, 1998). Berne’s (1964)
and Harris’s(1967) transactional analysis approach and Ginott’s (1972) view of building
children’s self-concept by congruent communication are examples of non interventionist

9
approach. At the opposite end of the continuum are Interventionists, those who are
considered to be teacher-oriented and tend to take control of the situation implementing
immediate a disciplinary tactic to control the behavior (Witcheret al., 2002). According to
Ritter and Hancock (2007), interventionist’s believe that students learn appropriate behaviors
primarily when their behaviors are reinforced by teacher-generated rewards and punishments.
The Canter Model:

Assertively Taking Charge by Canter (1992) or The Fred Jones Model: Body Language,
Incentive Systems, and Providing Efficient Help (Jones, 1987) are examples of the
interventionist approach. According to the Canter (1992), the climate of positive support and
care is best provided by the careful application of assertive discipline. The teacher with more
experience may provide more knowledge, management of behavior than the beginning
teacher despite is well trained but some time failed to manage the classroom and may lead the
same negative impact on the student performance hostile behavior with firm, positive
insistence. Midway between these two extremes, Internationalists focus on what the
individual does to modify the external environment, as well as what the environment does to
shape the individual. Internationalists strive to find solutions satisfactory to both teacher and
students, employing some of the same techniques as non-interventionists and Interventionists
which is more used on the classroom managements (Glasser, 1986).Theories developed by
Adler, Dreikurs, and Glasser provide the framework for Internationalist ideology (Wolfgang,
1995). Cooperative Discipline (Albert, 1989) and Judicious Discipline (Gathercoal, 1990) are
examples of classroom management models based on Internationalist ideology. While it is
assumed that teachers believe and act according to all three approaches, one usually
predominates in teaching and in the class control (Wolfgang, 1995; Wolfgang & Glickman,
1980)

1.9 The definition of the Terms

Active learning. A process whereby the learner is active in engaged of learning a process
rather than passively absorbing lecture. Active learning involve reading, writing, discussion,
and engagement in solving problem analysis, synthesis and evaluation..
Experience. Comprises knowledge of or skill or observation of something or some event
gained through involvement in or ex-poser to that thing or event the history of the word
experience aligns it closely with the concept experiment.
Learning. The process of acquisition of knowledge, skill attitude or values through study
through study experience or teaching that change behavior of persistent measurable specific

10
or allows an individual to formulate new mantel construct or revise a prior mental knowledge
as attitude or valuable.
Learning outcome. The term may refer to course aims (intended learning outcome) or may
be roughly by anonymous with educational objective (observed learning outcome usage
varies between organization.
Classroom managements. Refer to the action and strategies teacher use to solve the problems
in the classroom.

11
 CHAPTER TWO
LITETATURE RIVIEW

2.1 Introduction
In this chapter, the review covers the works consulted by the researcher in order to
understand in details the root cause of the research problem and discover several methods
which could be helpful in completing the research work such as review of empirical studies
as well as demonstration of the gap of knowledge. All these will be done and presented in
lieu of the study objectives namely; the impact of teacher teaching experience on classroom
management.

2.2.The Impact of Teacher Teaching Experience on Classroom Management in

Controlling the Discipline of the Students
Teacher teaching experience on classroom management in controlling the discipline of the
students. Classroom management is major concern in school today. According to Martin and
Sees (2010) classroom management is entails an umbrella of definitions that include learning
interaction, learning and behavior of the students (p.1125) Walker (2009) stated “the best
teacher don’t simply teach content they teach people.” Marzona, Pickering and Pollack
(2001) to effectively teacher teach their students teacher need to employ effective behavior
management strategies. Implement effective instruction in the classroom a experienced
teacher most significant challenge is also managing the behavior of the student in classroom
because it can how after the instruction learning and achievement

The beginning teacher are concern about punishing the students in way that will remove from
the regular classroom setting nevertheless when decide to address the discipline issues
student are remove from their instructional areas of expertise to a possible weaker and
understanding skills of classroom management like Isis (etheridge, 2001). Teach the
classroom to handle sharping pencil and turning in paper and how you want them to sit at
their desk. Then need to know to get your appropriately and what voice level to use at what
time (p,1) siater (2002).
The teacher with experience plays it important to distinguish between instructional
management (IM) and behavior management in the classroom instruction management.
Management is when the educator maintains control within their classroom with regular
lesson. The teacher with experience is most based on the discipline is a sub-category of
instructional management. The instruction management is based on planning effective lesson
within the lesson the classroom where the student remain engaged and task. Student are very

12
impressionable require teacher who have the knowledge how to create the outcome for
everyone in learning environment.

The early research on the teacher experience on classroom management began with
classroom observation to establish teacher behavior that were observed in teacher considered
high effective in those studies were defined as who produce great learning gain in their
student or had classroom with lower rules of disruptive student behavior and more task
behavior( Anderson et al, 1979). By collecting narrative description effective teacher
behavior research were interested in identification practice and behavior across teacher that
allowed them to make the recommendation for effective classroom management.Kounin
(1970) experience classroom management were also more than one aware the student
behavior and activities at all time in order to -prevent the small issues from escalating, tract
he termed. “Wittiness (P, 74) effective classroom managers were also able to overlap more
than on classroom task at time in to monitor student behavior and structure. Classroom
activities that maintained high rate of the student attention. The preventive strategies were
more observed in classroom with high disruptive strategies and how students attention.
More experienced and inexperienced teacher many were not differs in how they respond to
the student misbehavior. Anderson &Everton (1978) research identified one experience
teacher and beginning teacher based on the student gains at the end of the school year. They
then retrospectively compared those teacher management practices from the beginning of
school year and found large difference in teacher behavior between the beginning teacher and
experience teacher the experiences teacher had better classroom management than the less
experience teacher. On the few day of school the better classroom management had clear
expectation about behavior and communication them to the students effectively achievement.

2.3. The Impact of Teacher Teaching Experience and Classroom Control to the
Students Achievement.
Teacher teaching experience on classroom management to the student achievement. Darling
Hammond (1999) investigated student in reading different subject in the study 44 states in
Europe and America with 65,000 teacher were included the data comprised several variables
experience and competence also certification. A number of the other variables which include
in the study such as education policy, demographic, student characteristics and school
characteristics. Controlling for students background teacher certificate and subject matter
knowledge were shown to correlate with the students test results and have to have the great

13
explanatory power. Teacher salaries or class size didn’t influence when holding student
background constant.

Ferguson (1991) studied teacher result on license test measures pedagogical skill as the
subject knowledge. They related to result of the student achievement and found those
variables to be more power than class size and school size. Teacher experience could after
controlling for student social background explain difference size level of achievement
between black and white students.
Elliot (1998) noted in longitudinal study that well qualified teacher and experience teacher
had significant influence on secondary school and high school or advanced schools students
achievement in different subject specifically in science subject in his study teacher
qualification measured by education experience and teaching method. Everton & Hawley
(1985) compared well educated and experience teacher and less experience teacher. The
results show that achievements were related to teacher knowledge the student of the subject
tough.

The teacher teaching experience influence the student achievement can be shown into the
three categories; the teacher experience factor, school related factors and student related
factors. Dossett& Munoz, 2003) among the teacher related factors the teacher quality have
generated the great deal of attraction the research recognize as the most important factor
which contribute to poor students achievement inexperienced teacher. (Goldhaber, 2004)
deserves the high quality teacher and experience teacher or qualified teacher student tough
with the effective teacher the rationale behind this ideas is that teacher quality is modifiable
impact on the classroom management and the student’s management. Teacher experience and
teaching education level of classroom are viewed in the two characteristic that are related to
quality teacher.

2.4. Differences between the Beginning and Experienced Teachers Regarding Their
Classroom Management
Are there any differences between the beginning and experienced teachers regarding their
classroom management approaches. Years of Teaching Experience and Classroom
Management. Classroom management is not a gift bestowed upon some teachers and though
it is true that some teachers adapt to classroom management techniques easily, classroom
management is a skill that can be gained through training and many years of experience in the
field (Bosch, 2006). Experienced teachers identify the establishment of classroom

14
management as one of the major goals that needs to be accomplished in the first week of the
year. Beginning teachers cite classroom management as one of their most serious challenges.
School administrators indicate poor classroom management as a major reason for low
evaluations as well as primary reason why teachers are not hired (Savage &Savage, 2009).

A number of studies have found that classroom management is a primary area in which
beginning teachers feel under prepared (Britt, 1997; Jacques, 2000; Ladd, 2000; Savage &
Savage, 2009). Beginning teachers report that poor classroom management skills (82%) and
disruptive students (57%) are the most significant barriers to professional success
(Fideler&Haskelhorn, 1999)

Kagan (1992) examined the fort learning to teacher 27 of the studies deal with beginning
teacher and 13 deal with first year of two year of teaching this group studies confirmed that
beginning teacher enter teacher education program with personal belief of the good teacher.
This personal belief and image of beginning teacher remain unchanging their teacher
certification and program and follow them into classroom management of student beginning
reported that were fail to manage the classroom. Also the fort studies were reported that new
teacher do not have the requested knowledge of classroom management procedures to
understand among the interrelationship among management behavior and academic task.
Lack of knowledge prevent new teacher from focusing on student learning instead the
preoccupied with their own behavior as they tied the workable procedure.

Peeler and Jane (2005) undertook a study among international teachers in Australia and
investigated the impact of monitoring practice upon their transition and professional identify.
In the case of an experienced teacher from Korea the study revealed that the prior knowledge
of education teaching failed to quip her teacher in new context even after having studied in
their schools
In America a recent national survey of over 6,000 teachers with less than three years of
experience,over 40% of the respondents indicated that they were either somewhat prepared in
the area of classroom management or not prepared at all(Cleveland, 2008). Although teachers
prepared in traditional programs complete coursework in education and student teaching, Gee
(2001) and Smith (2000) found that teachers and preserves teachers identify discipline and
classroom management as two areas beginning teachers fear most about their first year of
teaching. Ladd (2000) reported that the issue of the classroom management was the area in
which administrators expressed the greatest concern regarding new teachers’ classroom

15
skills. Ingersoll and Smith (2004) noted that 15% of all beginning teachers leave teaching by
the end of their first year.

Moreover, approximately 33% of all teachers leave the profession in the first three years of
teaching and 50% within the first five (National Commission on Teaching and America’s
Future, 2003). Many of these teachers list problems with classroom management as
significant factor influencing their decision to leave their profession (Jones, 2006).On the
other hand; experienced teachers are believed to have combined years of service and a
repertoire of classroom skills and strategies. They typically have the ability to prioritize tasks
and to attend selectively to a number of key classroom matters (Hagger& McIntyre, 2000).

They generally are able to manage the dynamic nature of a classroom setting and to deal
effectively with the most salient aspect of a classroom—unpredictability (Doyle,
1986).Compared to beginning teachers, experienced teachers tend to be less hesitant(Carter,
Cushing, Sabers, Stein, & Berliner, 1988) and more flexible and adaptable (Kerrins&
Cushing, 2000). In addition, beginning teacher’s are sometimes less able to work with speed,
fluidity, and flexibility or to have mental models that permit large amount of information to
be accessed and handled effectively (Sabers, Cushing, &Berlinder, 1991). According to the
literature, it takes between four and seven years of experience for an individual to develop
into a competent teacher (Carter & Doyle, 1995 ;).

The teacher experience has impact on teacher’s behaviors and classroom management skill
play an important role in changing method and these changes have a positive. Classroom
management recognizing which approach method is most appropriate for school student is
there a one size fit all approach to the classroom management the research show that the first
year of teacher’s career are considered to be the highest year of the profession particular in
term of the classroom management and discipline strategies. Etherdge (2010) these tough
years are shown in estimation roughly 30% of teacher abandon the profession after the three
years and near 50% of teacher leaves within the first five year of entering a teaching career.
Due to change of teaching and learning school teacher are dealing with and seeing discipline
and school management’s issues.

16
2.5. Research Gap
The previous researcher together with theorist has done a lot on these findings outside
Sumbawanga municipality. And most of them have insisted much on various perceptions of
teacher teaching experience on classroom management and most of the based on how the new
teacher and experience teacher manage the student in the classroom. Therefore a researcher
put into consideration focusing much on generating the information that has never been
researched for a better. To gather the information about the impact of teacher teaching
experience on classroom management in Sumbawanga municipality.

17
 CHAPTER THREE

RESEARCH AND METHODOLOGY

3.0 Introduction
This chapter presents the procedures and methodologies that were guide the researcher to
carry out the study. The section includes research design, target population, description of
sample and sampling procedure, data collection tools, reliability and validity of the
instruments, data collection procedure, ethical consideration and data analysis procedure.

3.1 Research Design

Research design is considered as the plan of action for collecting data, organizing data with
objectives of combining the relevance of research with economics in procedures (Kothari
2003).

The study was adopted a cross sectional study design. This design is chosen because
according to Miller (2005) studies of this nature may be more productively undertaken
because data can be collected from a cross section of a population in a short time and then
results generalized to represent the entire population of the study. The study was largely
quantitative although, qualitative techniques was also employed to address the gap left by
quantitative methods (Osaki et al.,2004).

In this research, as the problem was ‘The impact of teachers teaching experience on’
classroom management ’ the researcher was therefore prefer to used cross-sectional survey
design due to shortage of time for collecting data. In this case therefore cross-sectional survey
was more appropriate that was studying students at the same time.

3.2. Area of the Study

A target population was the group of interested that the researcher selected to represent the
information being studied. This was help researcher to study sizable group that presents their
opinions, attitudes of larger groups Robert C, (2003).

The populations for the study were heard teachers, student teachers, academic teachers and
head of selected public and private schools in Sumbawanga Municipality.

This category was selected because they comprise the major composition of new teacher and
experience teacher as well as achievement indicators in the school existence.

18
3.3. Target Population and the sample size
The study was used purposive, stratified random sampling and probability sampling
procedure in order to minimize subjective. The sample was involved the secondary school
teacher, head of school academic master, discipline master, second master, and teachers The
participants or respondent of this study was 64 .

Category of sample Male Female Total

Classroom teacher 24 15 39

Discipline teacher 5 3 8

Academic teacher 6 2 8

Head teacher 7 1 8

DEO 1 1

Total 43 21 64

3.4. Sample Size and Sampling Procedures

Researcher was obtained the list of all urban secondary schools from DEO using Simple
Random Sampling so as to get representatives schools in the study.

3:4:1. Schools sampling

The researcher employed simple random sampling technique to select five (8) secondary
schools in Sumbawanga municipality that were involved in the study. The simple random
sampling enabled the researcher to achieve the designed representation from various sub-
groups in the target population. The researcher wrote names of all secondary schools in
Sumbawanga municipality

By stratified random sampling it means a process of selecting a sample in such a way that
identified sub groups in the population are represented in the sample in the same proportion
that they exist in the population (Gay, 1996). This was be applied to teachers and head
teachers, that I was heads of selected Secondary School and teachers was be consulted by
researchers using purposive sampling, where by only the heads of department was selected to

19
represent the others. The total number of respondent from each school was eight depend on
the availability of respondent depend on the year of experience category.

3:4:2 Heads of Schools

From the point that each secondary school had only one head of school, the researcher
decided to involve him/her directly to represent the target population as sample.

3.5 Data Collection Instruments

During this study the instrument to be taken into account was structured interview guided,
document analysis and questionnaires. The data from the heads of schools was obtained using
structured interview guide. It consisted of open-ended questions as well as closed ended
questions. Questionnaire was useful to collect data from head master and academic master
also from teachers. The researcher’s assistance was chosen from among teachers who was not
be involved in the study for administering questionnaires to the respondent of each stratum.
Then followed by document analysis as another instrument to be used by researcher to act as
guidance in the re appropriate collection of data via structured interview to the head master
and the principal having the list of criteria for data collection.

3.5.1. Questionnaires

The researcher constructed a questionnaire that had both open and closed ended questions,
which are designed to obtain information and data from the beginning teachers and
experienced teachers. Structured questionnaires was being preferred by the researcher
because of its advantages like; easy to administer on a large population which was largely
literate, beginning teachers and students teachers and experience teacher in different groups
who was the main respondents are literate. Questionnaires require less time and money
compared to other methods like focus group discussions (Moser and Kalton, 1979). However
because questionnaires do not allow probing, prompting and clarification (Amin, 2005), the
researcher employed interview in order to collect additional data that might have been left out
by the questionnaires whose items are fixed. Also teachers and student teachers were free to
respond to the questionnaires because all information was confidential as they were assured
by the researcher.

20
3.5.2. Interview

The instrument had pre-designed questions about the issues to be discussed as a guide to the
interview and to ensure that all relevant aspects were covered. The instrument intended to tap
extra and detailed information on opinions, beliefs and perceptions on the topic. Interviews
allowed the researcher to clarify items on the study by repeating and rephrasing questions that
seemed not clear to respondents (Kothari, 2004). Interviews were held with head teachers,
and academic teachers. The interview method helped the researcher to obtain views of the
head teachers, teachers about the impact of teacher teaching experience on classroom
management and how they impact on the classroom instructional to during teaching and how
the students behave and respond the lesson. The interviews also were help to get some
answers to unanswered issues in the questionnaire.

3.6. Data collection procedures

The researcher was given an introduction letter by the researcher project
coordinator.Researcher then brings all documents to D.E.O or to education director and
asking the permission of collecting data from the selected schools. A copy of the researcher
permits granted will present to the heads of the selected secondary school and the principal of
selected collage in Sumbawanga Municipality.

The sample from each starter was obtained by concerting the teacher on head master or
principal. During the study researcher was directly deliver the questionnaire to both students
teachers and teachers teacher with different years experience and instructing them what to do
assuring them that the information they given is confidential and then he was collect the
paper with feedback for data analysis. Also the researcher was conduct direct face to face
interview with academic teachers and heads of schools so that to get their views and opinions.
The data collecting procedures was conducted with the school premises before or after class
hours or other time suggested by school administration if not affecting or disturbing the
normal system.

3.7. Data Analysis Plan

For the researcher to attain purpose of the study, it was necessary to be consistent with the
research design of the study on both quantitative and qualitative data collected. Percentage
distribution technique was used to analyze questionnaire data which are in quantitative format
(Creswell, 1993). The qualitative data was analyzed using descriptive or narrative method

21
where the researcher was present detailed literature description of the respondents’ views for
the reader to make their opinions (Bell & Kumar, R. 2005). That means both the collected
data (Numerical and Non numerical data) was analyzed by using both quantitative and
qualitative methods. Numerical data was analyzed quantitatively using relevant statistic
measures. Non numerical data was analyzed by using quantitatively through the use of table
and bar charts.

3.8 Ethical Consideration

The major ethical problems experienced in this study were infringement on the privacy and
confidentiality of the respondents. The study did not in any way use force to gather data. The
different respondents were given chance to respond freely with no salient intimidation or
force or promise of reward. Cohen et al (2011) respondents might be strongly encouraged by
the decision whatever to become involved and when to withdraw from the research was
entirely theirs. Comments that it was of uttermost important that research should be
conducted with the higher standards of moral and ethical consideration. The researcher was
make sure that the respondents are well informed on the following matters that are; the
researcher was never betray those who will supply the information, the information obtained
was remain confidential to the researcher only, privacy was greatly respected, anonymity
during research was considered, they have the right to complete or leave a particular item in
answering and participating in research was entirely their consents.

22
 CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1. Introduction
This section covers the findings on the impact of teacher teaching experience on classroom
management and control case of Sumbawanga Municipality. The findings are presented
according to research questions. The demographic characteristics are presented first followed
by information items attempted to establish the extent designed and the strategies adopted by
the researcher.

This chapter presents the results of the field study. The data obtained are analyzed and
presented in frequency, percentage table and word description then followed by the
discussion of the results.

4.2: Demographic Characteristics of the Participants

The demographic characteristic of the participants sought in this study includes gender, level
of education and working experience. The data obtained were analyzed, interpreted and
presented according to schools of the participants.

4.2.1: Gender
The study involved all gender in collecting data in different sample schools. The data
regarding the gender of the participants were collected, analyzed and presented in table 4.1

23
Table 4.1 shows the distribution of gender respondents

Total

SCHOOL SAMPLE Male Female

Total % Total % Total %

Katuma sec school 4 50 4 50 8 100

Sumbawanga sec school 5 62.5 3 37.5 8 100

Kantalamba sec school 8 100 0 0 8 100

Kizwite sec school 4 50 4 50 8 100

Chanji sec school 3 37.5 5 62.5 8 100

St. Teresia sec school 6 75 2 25 8 100

Mhama sec school 4 50 4 50 8 100

Chemchem sec school 4 50 4 50 8 100

Source: Field Data (April, 2016)

As it is observed in table 4.1 the total numbers of respondents in each school were twelve (8).
In Katuma sec school four (4) participants were male and four (4) participants were female.
In Sumbawanga sec school five (5) participants were male and female were three (3)
participants. In Kantalamba sec school all (8) participants were male because the school was
a single sex school and no female teacher was involved. In Kizwite sec school male were (4)
participants and female were only four (4), in Chanji sec school only three (3) male and (5)
female as participants were used, in Mt. Teresia sec school male were (6) and female were
only (2),, in Mhama sec school . male were four (4) and female were four (4) and in
Chemchem sec school male were four (4) and female were four (4)The total numbers of
male participated in the study were (38) which make 59.4% and the total numbers of female
participated were (26) which make 40.63%. The number of male is higher than the number of
female simply because some school sample involved only male as a single sex school for
boys and other sample schools had no female teachers involved in data collection. .

24
4. 2:2: Levels of education
The study involved respondents with different level of education during data collection. The
study involved students and teachers with different level of education which includes
Diploma teachers and graduate teachers.

The data basing the level of education of the participants in this study were collected,
analyzed and presented in table 4.2 below.

Table 4.2 shows the distribution of level of education among the respondents.

SCHOOLS

Education Katu Sumba Kantal Kizw Cha St. Mhama Che Freq Perce
Level ma wanga amba ite nji Teresi sec mche uenc ntage
sec sec sec sec sec a m y (%)

Diploma 5 6 3 4 4 6 3 5 36 56.25

Undergradua - 1 1 - - - - 2 3.125
te %

Post - - 1 - - - - 1 1.5625
Graduate %

MASTERS - 1 - - - - 1 1.5625
%

DEGREE 3 2 3 2 4 2 5 3 24 37.5%

TOTAL 8 8 8 8 8 8 8 8 64 100%

Source: Field Data (April, 2016)

25
From the table above a total of 64 respondents with different level of education were
involved in this study. The total numbers of respondents in each school were twelve (8) for
five sample schools. Generally the numbers of respondents with diploma level of education
were forty one which makes 21.67%. The total number of respondents with degree level of
education were seventeen (19) which makes 28.32% and the total number of respondents
with post graduate education level were only (5) which makes 16.67%. The respondents
(teachers) with level of education of masters degree ( 1) .The data suggests that many of the
respondents who took part in this study were teacher with diploma level of education. Also
in total the large percentage of the respondents were teachers therefore the ideas in this report
are skewed more towards teachers because these are group in the sample

4.2.3 Working Experience of Participants (Teaching Experience)

The study involved the participants with different working experiences. The data regarding
to working experience of participants were collected, analyzed and presented in table 4.3.

Table 4.3 shows the distribution of working experience of respondents (teachers)

Worki SCHOOLS SAMPLE Freq Percen

ng uenc tage
Katu Sumba Kanta Kiz Chan St. Mham Chem
experie y (%)
ma wanga lamba wite ji sec Teresi a chem
nce
sec sec sec sec a
(Years)

1- 2 3 4 5 2 3 3 5 2 27 42.19%

3 -5 4 2 2 4 2 3 1 3 21 32.8%

5 and 1 2 1 2 3 2 2 3 16 25%
above

Total 8 8 8 8 8 8 8 8 64 100%

Source; Field Data ( April, 2016)

26
The study revealed that the large number of the respondent was teachers with experience of
1-2 year which carry 42.19% of the respondent and the second group was teachers with
experience from 3 to 5 year of experience which account to 32% of a total respondent in this
study and the third group which was from 5 year of experience and above were 16 which
account 25 % of the respondent so the study so the study had more experienced teacher than
the beginning teacher this because the experienced teacher is teacher which teach more than
two years the large number of the respondent have teach more two year so the large number
of respondent have more experience which account 57.8% of respondents as the frequency
and the percentage of the displayed above the table. The respondents involved in the study in
all eight sample schools had different working experience as identified in table 4.3 above.

4.2.4 Information Characteristics of the Respondents

The information characteristics of the respondents sought in this study includes responses of
participants involved in the study by answering the questions set as the questionnaire by the
researcher, in which the participants were required to reveal their knowledge about the
existing problem, “ the impact of teacher teaching experience on classroom management and
control Sumbawanga Municipality’’. These data were collected, analyzed, presented,
interpreted and discussed.

4.3. Objective One to Assess the Impact of Teacher Teaching Experience on Classroom
Management in Controlling Discipline of the Students.
Data were collected through interview and questionnaire methods the respondents involved in
this study were 64 and were guided by the following question what is the impact of teacher
teaching experience on classroom managements in controlling the discipline of the students?
And consisted other question like do you know the aspect of the classroom control and
managements were administered by the head of school and academic teachers the response
were collected and summaries in table 4.4 bellow as follows

27
Table 4.4 impact of teacher teaching experience on classroom management in
controlling discipline of the students

Responses Frequency Per cent

age %

i)Experienced teacher is closed relationship with students 8 12.5%

ii)Experienced teacher have the various skills to control the 10 15.63%

student behaviors

iii)The experienced teachers use reliable techniques in 15 23.44%

controlling students behavior

iv) Experienced teacher know well the rule and regulation 23 35.9%
which make the students to have the proper behavior also
implementation effectively instruction on a classroom

vi) Maintain high rate of the students attention 4 6.3%

TOTAL 64 100%

Source; Field Data (April, 2016)

Experienced teacher is closed relationship with students In the table above the respondent
about 12.5% answer this that there is the relationship between teaching experience and
controlling the student’s behavior in both the interview and questionnaire states that, “once a
teacher teach for a long time it is give his/her experience about the behavior of the students
apart from what he learn is more effectively than a beginning teacher

Experienced teacher have the various skills to control the student behaviors 10 participants of
this study respond on this question which is 15.63% of the respondents support that the
teacher with experience have the different techniques to which influence the discipline in
school because fail to do so it affect the subject matter which results to poor performance of
the subject. One teacher from St Teresia secondary school during the interview said that, “
the teacher who have taught for the long time have acquire the new knowledge differ from
what he was acquire trained from the college or University that because some time the
challenge which face some one can led the some changes so due to that the teacher with

28
experience is very easy to control the students behavior than the beginning teacher and also
is easy to manage the classroom and to influence the performance of the students

The experienced teachers use reliable techniques in controlling student’s behavior during this
study the 15 participants is equal to 23.44% of the respondent the finding revealed that the
experienced teacher have the experience to control the students discipline because is closed
relationship with the students than the beginning teacher while beginning teacher lack the
confidence which led many beginning teacher to fail to manage the students in classroom
some time fail to give punishment of student and sometime they have the negative
relationship with the student specifically boys who have less than 30 year which this make
difficult to control the students behavior supported in literature review by (Kouma,2001)
experience classroom management were also able control the students behavior and activity
all the time in ode to prevent the small issues from escalating track he termed “ wittiness”
effective classroom managers were also able to overlap more than one classroom task at time
in to monitor student behavior and structure.

Experienced teacher know well the rule and regulation which make the students to have the
proper behavior also implementation effectively instruction on a classroom Respondents with
different level of education during data collection 23 participants both during interview and
questionnaire which is 35.9% in this study were give this as the relation between teacher
experience and controlling students’ behavior the participants reported that the teacher with
experience has many technique to control the students misbehaviors than the beginning
teacher . Also supported by (Anderson & Everton, 1978) identified one experience teacher
and the beginning teacher based on the students gain at the end of school they were found the
large different between the beginning teacher and experienced teacher in controlling students
behaviors.

Maintain high rate of the student’s attention, during this study 6.3% of the respondents
reported that experience teacher led to the high rate of the student’s attention in the classroom
due to that the teacher with effective method of teaching and the experience of managing the
students behaviors influence the students attention in classroom which results to the
achievement of students in both behavior and academic performance that because the high
discipline of the student sometime go hand to hand with the academic performance this study
revealed the study of( Siater,2002) teacher with experience plays its important to distinguish
between instructional management and behavior in classroom control with the regular

29
classroom lesson plan which influence the students learning and manage the behavior of the
students

4.3.1. aspect of classroom control and management

the data were collected through the interview and questionnaire methods the respondent is
summarized in the table 4.5 and the responses of the respondents is summarized in the table
4.6 and interpreted

Table 4.5 show the participants respond on the aspects of classroom control and
management

School Number of Response Percentage (%)

respondents
YES NO YES NO

A 8 05 03 62.5% 37.5%

B 8 8 0 100% -

C 8 7 01 87.5% 22.5%

D 8 6 02 75% 25%

E 8 8 00 100% -

F 8 7 01 87.5% 22.5%

G 8 8 00 100% -

H 8 8 00 100% -

Source: Field Data, (April, 2016)

The above table indicate the respondent which answer the question which was stated that “Do
you know the aspects of classroom control and management” 90.7% of the respondents
reported that they know the aspect of classroom managements and control, only 9.4% of the
informants reported that they don’t know the aspect of the classroom managements aspect so
the study revealed that the large number of teacher in Sumbawanga Municipal they know the
aspects of the classroom management and control and provided those response in the table
below.

30
Table 4.6 shows response on the aspects of classroom control and management

ResponsesOn The Aspects Of Classroom Control And

Management
Frequency Percentage
(%)

Regulating the physical of classroom and observing the discipline in 19 29.7%

the classroom

Lighting and ventilation 7 10.94%

Sitting arrangement and Promoting good co-operation among the 14 21.9%

learners

Handling instruction materials 8 12.5%

Handling classroom activities 6 9.4%

Care routine 10 15.63%

TOTAL 64 100%

Source: Field Data, (April, 2016)

The findings of the study show that most of the participants during the interview and
questionnaire answer that regulating the physical of classroom as the aspect of the classroom
control and management the 19 frequency were answer this aspect which is equal to 29.8%
and 3 respondents one teacher from Kantaramba secondary school and two teachers from
Sumbawanga secondary school state that,

“Regulating the physical condition of the classroom: The classroom must be neat and clean
since this will promote good health of the students. As a teacher you must therefore make
necessary arrangements for making the classroom tidy and clean every morning before the
commencement of class work. The classroom must as much as possible be homely to the
pupils. Similarly, it must be beautified with things like flowers, attractive pictures and articles
of the teacher and pupils' work since all these promote learning. Creating of the conducive
environment in classroom help the student to understand and help teacher to deliver the
content to the learner very easy than once the teacher did not regulate the physical
environment in classroom”
31
This also supported by (Walker 2009) the best teacher doesn’t simply teach the content they
teach people and must ensure the environment is conducive for the learners.

Lighting and Ventilation: The physical environment of the classroom must be safe through
adequate lighting and ventilation. This is why teachers must avoid allowing the sun to strike
directly on the chalkboard or on the student's face. This could be done by putting up curtains
or erecting screens. It is also advisable to use diffused florescent rather than bulbs as
florescent produces light similar to natural day light. It must be noted that good ventilation is
very important because lack of it can lead to tiredness. Sufficient windows should therefore
be provided to let in fresh air. The 7 respondent during this study reported equal to 10.94% 0f
the informants which supported by in literature review

Sitting arrangement the 21.9%of the respond in this study supported this that the
management of the classroom this as the one aspects most common arrangement for formal
teaching would be for pupils to sit in rows facing the teacher and the chalkboard. Usually the
short ones are seated in the front and the tall ones behind. (Etheridge,2001) teacher with
experience manage the classroom to handle shaping pencil and turning in paper and how you
want them to sit the desk Regardless of the height, arrangements should be made by the
teacher to provide seat for the short sighted ones, and the hard of hearing. However, pattern
of sitting arrangement are to be determined often time by the prevailing classroom activity
and the method the teacher intends to use.

Handling Instructional Materials on teacher school one head master said that “The teacher
must evolve an effective system of distributing and collecting exercise books, test papers and
other instructional materials like charts, diagrams and apparatus. The teacher must also
ensure that his students have adequate supply of all relevant materials like textbooks,
exercise books, pencil, In most classrooms there are bulletin boards and a lot of empty wall
space for pictures, charts, diagrams and other forms of visual aids.” Also is support from the
literature review, (Pollack,2001) to effective teacher teach their students implement the
effective instruction on classroom use good arrangements of the material and make clearly
which the students can understand clearly and quality of the arrangements of the materials.

32
Handling classroom activities, the participant’s 6 and 9.4% reported that in a system where
different teachers move from one class to another (In secondary schools) the teacher ensure
that lesson starts on time and in orderly manner. This could be done by rising up hands and
supported by (Savage 2009), this can be done by the teacher's punctuality which enables
pupils to pack away books and other materials used for the previous lesson and clearing the
chalkboard. In course of a lesson, the teacher should encourage students to ask and answer
questions in an orderly manner.
Care of routine during the find the 10 or 15.63% of respondent reported that it's difficult if
not impossible for the teacher to perform all the necessary tasks alone he has to involve his
students as much as possible. This is to sustain the cordial relationship that should normally
exist between him and the learners. Different routines like distribution and collection of
materials, cleaning of the board, taking care of the classroom notice/bulletin board, reading
corner etc should be properly organized. Generally, students should be assigned to each of
these routines at specific time through duty roaster.

4.4. Objective Two: To Assess the Impact of Teacher Teaching Experiences and
Classroom Control to the Student’s Achievements
Was guided by the question what are the impact of teacher teaching experience on classroom
management in to the student’s achievements. The responses were collected from the
secondary teacher’s head of schools and the academic master through the interview and
questionnaire method the responses were collected and summarized in the table 4.7 and
discussed

33
Table 4.7 Impact of teacher teaching experience on classroom management to the
student’s Achievements.

Responses Frequency Per Cent

Age %

i)Teacher with experience use reliable techniques to control 34 53.`13%

misbehavior of the students

ii) Improve good learning process in classroom 62 96.9%

iii) Intended objectives are achieved 5 7.8%

iv) Influence good cooperation in classroom which led to students 20 31%

achievements

v) Effective Communication Skills 10 15.63%

vi) Experienced teacher deals with instructional strategies and their 8 12.5%
use

vii)Experienced teacher associated with affective teaching in 8 12.5%

classroom design

Source: Field Data, (April, 2016)

The finding indicates that 34 frequency of the respondent which is 53.13% answer that
Teacher with experience use reliable techniques to control misbehavior of the students and
supported in literature review by (Hammond, 1999) This means that experienced teacher are
skilled at identifying and articulating the proper sequence and pacing of their content rather
than ratifying totally on scope and sequence this revealed that the experienced teacher have
high to bring the achievement to the students than the beginning teacher also supported by(
Kouma,1970) experience classroom managements were also more than one aware the
students behaviors and actives at the time.

Experienced teacher Improve good learning process in classroom which enable the students
achievement in this study 62 participants in both questionnaire and interview answered this
which is equal to the 96.9% so almost of the participant of this study supported that the
experienced teacher is good to improve learning process in classroom which resulted to the

34
achievement to the student through the use of the various classroom management aspect and
control.

Influence good cooperation in classroom which led to students achievements the 45

participant were respond to this answer this which is equal to 70% of the respondent during
the interview the respondent states that, “ surely the good classroom control and
management which the experienced teacher they have enable them to control the behavior
and hence good achievement to the student that why the management and good use of
instructional in the classroom influencing student understanding so can led to the
achievement the student also building the discipline hard working to the student.”

Effective Communication Skills the respondents of this study about 10 participants answer
this which is equal to 15.63% the experienced teacher play big role on the student’s
achievement’ because if the teacher has good communication skills his student can
understand the information he gives them. So the experienced teacher gives more
achievement in the classroom and is very easily to the students

4.5 Objective Three to Examine the Different Between Beginning Teacher and
Experienced Teacher on Classroom Management in Secondary Schools
This were stud in this I was used questionnaire and interview the respondent were the head
of school teachers both beginning teachers and experienced teachers were involve and was
guided by the question are they any deferent between the beginning teacher and experienced
teacher regarding their classroom management. The data was collected and summarized in
the table 4.8 below table 4.9 and table 4.1.1 and discussed

35
Table 4.8 the different between beginning teacher and experienced teacher on classroom
management in secondary schools

The different between beginning teacher and experienced Frequency Per cent age
teacher on classroom management in secondary schools %

Teacher with experience is socially close to pupils making it 12 18.75%

not easy to manage the class.

New teacher discuss out of school misuse matter than academic 13 20.3%
concept and New teachers don’t dress properly

Experienced teacher is more understand the student behavior 14 21.9%

which led to classroom management and new teacher fail in
organizing the classroom

Experienced teachers know well in case of materials sharing( 14 21.9%

participating learners on the lesson being taught

The new teacher have lack of confidence during teaching and 11 17.2%
learning process and well prepared in classroom

TOTAL 64 100%

Source: Field Data, (April, 2016)

Teacher with experience is socially close to pupils making it difficult to manage the class, In
this study during the finding the 12 participants 18.75% during the interview reported that
classroom management between begging teacher and experienced teacher informants report
revealed that the beginning teacher are not close with the student are concern with punishing
in way that will remove from the regular classroom setting nevertheless when the discipline
issues students while experienced teacher informants reported that teacher with experience
handle the students and shaping them they are closed relation with the students this also
supported in literature review, (Pollack,2001)

36
New teacher discuss out of school misuse matter than academic concept and new teachers
don’t dress properly, the findings reported that the new teacher inter on teaching professional
with the different belief of teaching experience and managements and classroom instruction
13 participant responded that a new teacher discuss that the beginning teacher consume high
time on discussing the other matter out of academic matter and how to manage the classroom
20.3% of respondents reported to while the experience teacher use both interaction ,non
interventionist and internationalist approaches in classroom managing the student behavior
this approaches help experienced teacher to control both behavior and to increase the student
performance this supported by (Wolfgang,1995) interaction, non –interventionist and
internationalist ranging from the beginning teacher to experienced teacher may demonstrate
the characteristics of each categories in different situation they are likely to use one
approaches more often than teacher which have teach only one year.

Experienced teacher is more understand the student behavior which led to classroom
management and new teacher fail in organizing the classroom. The respondent reported that
the beginning teacher use most the non interventionist approach this consider the students
orientation tend to employ the tactics consider the teach minimal power while the teacher
with experience us the interaction approach the main aim of controlling the discipline into
socialize the young students 21.9% of informants in Sumbawnga municipal also reveal the
study of (Canter, 1992) the understanding the students behaviors socialization support to the
students behaviors and also the climate of positive support and care is the best provided by
careful application of assertive discipline

Experienced teachers know well in case of materials sharing (participating learners on the
lesson being taught, the 21.9% of the respondents reported that beginning teacher know how
to manage the material and how to share the materials the experienced teacher use the
interaction approach and employ the interventionist approach this as the one which is the
predominates in teaching and classroom control one teacher from “Mhama secondary
school” said that “interventionist approach focus on what the individual does modify the
environment to both teacher and student the sharing the materials in classroom help teach in
case of managing the students behaviors and deriver the content in the classroom also
according to( Ritter and Hancock, 2007) teacher use of the participatory method is on which
can know well of sharing the material in classroom or learner center approaches this can
help teacher to manage classroom instruction so the study revealed that the experienced
teacher in many schools in sumbawanga municipality. Use this techniques in controlling the

37
student and management of the students the beginning teacher reported that the most don’t
use this techniques because it consume time

The new teacher has lack of confidence during teaching and learning process and well
prepared in classroom 17.2% of respondent in this studies reported that the beginning teacher
they lack confidence in managing their classroom especially the female if she teach on sex
especially boys school faced with lack of confidence than the male while experience teacher
influenced the students in many aspect like motivating the students with discipline which
resulted automatically the student respect his/her when inter in classroom.

Table 4.9 the problems facing the beginning teachers in classroom control in secondary
schools

Response of the respondents on the above heading Frequency Per cent

age %

They lack tactics of controlling discipline 8 12.5%

Not well prepared when entering in class 8 12.5%

Not punctual and Not maintain teaching ethics 16 25%

Unable to organize routine matter and simple manageable routine 6 9.4%

Lack of confidence during teaching and learning process and they fail to 14 21.9%
prepare good lesson plans

They is no close social relationship and failed to understand gifted and 12 18.75%
slow learner student

TOTAL 64 100%

Source: Field Data, (April, 2016)

According to the data above the 64 respondents involve of this study where by 12.5% answer
the problems facing the beginning teacher in both interview and questionnaire respond that
they lack tactics of controlling discipline. One teacher head of school said that, “the
beginning teacher because they not know well the students behavior they fail to control the
noise and other behavior in classroom which make them to fail to manage the classroom
which sometime fail to deriver the content to the students.
38
Not well prepared when entering in class 12.5% of respondent respond on this experienced
teacher is well prepared and confidence help the teacher to prepare well and that good
classroom control and managements to the students in classroom science it led teaching
activities being easily the beginning teachers faced with this problem in many secondary
school in Sumbawanga Municipal

Unable to organize routine matter and simple manageable routine about 16 participant
on this study reported this almost 25% of respondents reported that some time beginning
teacher may not be friendly with the students worrying the behavior of the students to be of
misbehavior and sometime the beginning teacher be harsh as defensive mechanism. The
experience teacher through the experience understand well the types and different behavior of
the students and the teacher know on how to handle them or controlling them the 25% of the
informants reported

Lack of confidence during teaching and learning process and they fail to prepare good
lesson plans during the interview 14 informants reported equal to 21.9% of the informants
reported that the beginning teachers at the first time on the teaching activities it lack the
confidence which make them to fail to deliver the content to the students because of the lack
of the confidence 21.9% percent of the respondents reported as the problems facing the new
teacher one teacher who have one year of teaching from Mhama secondary school said that,

“ what you have gain from the college is differ with what need you to control the classroom
because you learn through theory but to teach and to control the student behavior as a
practical so to change the theories into practical is a problem and the perception of many
new teacher they assume good teacher is one who deliver the content clear to the student but
is not only the way of the classroom control and managements but it need many aspect of
classroom management and control”
They is no close social relationship and failed to understand gifted and slow learner
student. The informants during this study reported the new teacher there no social
relationship in school which most result to difficult to understand the nature of the students
and to find the solution how to control the student behavior in the classroom human relation
in organization is necessary 12 of the informants reported this that are the composer for
eradicating the bad behave because the school is a types of organization the beginning teacher
fail to do so. Also 18.75 % of the respondent reported that the beginning teacher to

39
understand the gifted and the slow leaner’s during the interview on teacher from St Theresia
said that,
“the beginning teachers failed to classify the gifted and the slow learns which sometime it
became difficult to used another method to ensure that all student is well understand this
make difficult to these students to copy with the style of the teacher”

Table 4.1.1 what should be done in order to improve the classroom control and
management.

REPONSES FRQUENCY PERCENTAGE

The teach should be close with student 45 70.3%

Teacher should be well trained from university or 34 53.1%

collages

Teacher should know all three approaches of classroom 60 93.8%

management and control

Teacher should know all aspect of classroom 56 85.5%

management

Teacher should know their students behavior 23 35.9%

Source: Field Data, (April, 2016)

The teach should be close with student, the 70.3% o respondents reported that in order to
improve the classroom managements teachers should be closed to the student that because
will help the teacher to know the behavior of these students and the 53.1% of informants
suggested that the teacher should well trained from university or collage to influenced them
the good classroom and management.

The Teacher should know all three approaches of classroom management and control 93.8%
of the respondents reported that in order to improve the teacher in classroom management
should know all approaches of classroom management, these approaches include the
interaction approach non interventionist approach and interventionists approaches 93.8% of
the respondent supported this as the way which can enhance the classroom managements and
control. Teacher should know all aspect of classroom management also 85.5% reported that

40
the classroom management is essential for teacher to manage the classroom because the
teacher when know the aspects of classroom managements increase the ability to control the
students in the classroom. This will help to know the students behaviors 35.9% reported this
during the study were focused on teaching only without the controlling the behavior of the
student so teacher should be know the behavior of the students.

41
 CHAPTER FIVE
CONCLUTIONS AND RECOMMENDATION

5.1 Introduction
This chapter gives the summary of the study highlighting the summary of the findings,
conclusion and recommendations. Suggestions for further research are also presented.

5.2 Summary of the study

The Objective of the study was the impact of teacher teaching experiences on the classroom
management and control in secondary school case of Sumbawanga Municipality. In the long
run this research tries to identify the impact of teaching experience and classroom
management in both public school and private school in Sumbawanga. The researcher viewed
related literature on the impact of teacher teaching experience on the classroom management
and established that these limited research on the same locality.

Through the review of literature it was found out the different research on the impact of
teacher teaching experience on the classroom management and control in Sumbawanga
Municipality secondary schools. The study involve teachers both beginning teacher and
experienced teachers the study revealed that teacher who have been work for the long time
can done well in classroom than the beginning teacher and it can influence the students
behavior because have faced with the different challenge on classroom management also
teacher with experience is sometime closed with the parent of the students it is easy to know
and to control the behavior of the students.

The study was guided by the following question:

The first question was what is the impact of teacher teaching experience on classroom
managements to the achievement of the students? Second question was what is the impact of
teacher teaching experience on classroom management in controlling discipline of the
students? Third question Are they any different between beginning teacher and experienced
teacher regard their classroom management?

42
The study employed a combination of qualitative and quantitative paradigms, using the cross-
sectional survey design. This was due to the fact that the area of the study was extensive and
the entire population could not be covered on individual bases. The cross- sectional survey
design enabled the researcher to obtain information at one point in a time and also the
researcher had a good chance to describe the characteristics of the sample.

5.2 Conclusion
As the research problem stated “ the impact of teacher teaching experience on a classroom
managements and control case study of Sumbawanga municipality” it has been proved in
chapter iv there are many impact of teacher teaching experience on classroom managements
and control the 96.9% respondents during this study provided the impact of teacher
teaching experience on classroom management and control the analysis of data revealed that
“ experience of teachers play a significant role to the teacher on classing their classroom
managements while teacher with the less experience were found to have less to choose the
style of classroom the management. The experienced teacher in classroom managements
scored the high percentage during this study. In other words beginning teachers showed that
they favor share responsibility for classroom control shared work on developing classroom
rules.

The findings also indicate that teacher tend to change as their gain the experiences over time
the they tend to choose the path of classroom management and control in order to confirm
the relationship between the teachers teaching experience and classroom management I was
found that there is positive relationship between teacher teaching experience and classroom
managements because there were the high score of the percentage during this study in both
the interview and questionnaire there fore result concluded that a teacher became more
experienced, they became more in classroom management and control also instructional
managements

5.3 Recommendation
5.3.1 Recommendation for action

From the finding the study and the conclusions derived from them it is recommended the
effort should be taken to teacher to be well trained.The teachers should know well the
approaches of the classroom management, during the research the study revealed that many
teachers were fail to distinguish the classroom management approaches and the aspect of the
classroom management that means if the some one does not know the approaches of the

43
classroom management it means has low capacity of managing the classroom because the
classroom management help the teacher to manage the classroom.

The teacher should cooperate with the parents, students and the school administration
because the school administration of school have the influence in managing the behavior of
student as well as the parents of the students the school administration have high influence to
the school discipline and also school achievements during the study many head of school
reported that school administration can influence the students discipline and achievements so
the cooperation and accountability of the school administration can influence the school
administration.
5.4 Recommendation for Future Research

The present study should be replicated with small, less diverse samples, with multiple sources
of information regarding classroom management styles aspect. Future scholars should
consider assessing classroom performance across time, so that the effects of classroom
management can be assessed in a pre-test post-test design of baseline measures, followed by
instruction, followed by re-assessment to determine the in-year effect of classroom
management styles. For example, successive years of standardized tests can be used in this
exploration as the pre and post measures, with differences in classroom management
occurring during the school year, between the measurement periods. Alternately, measures
could be taken at the beginning and at the end of the school year to assess the classroom
management that occurs during the school year. Also

The further research should done in rural schools around Sumbawanga municipality and
Nkasi District that because my research was concern much town and also the further research
should increases sample size of the population students and parent should participate in
further studies this because this research has concentrate on for teachers with different revel
of education and different experience as well as the beginning teacher the further study
should compare the classroom management between male and female teacher the style of the
classroom managements and control .

44
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 APPENDICES

APPENDEX A: Interview Guide to Discipline Master

I am SIMSOKWE WALTER GEREVAS a third year student from Archbishop Mihayo

University College Tabora (AMUCTA). I am conducting a study on the impact of teacher
teaching experience on the classroom management the case of Sumbawanga municipality.
The purpose of this study is for teacher teaching classroom management improvement, and
controlling the student misbehavior. You are therefore kindly requested to respond to all
questions honestly. All information you give will be confidential. Your name is not needed

i) For how long have you been teaching as a teacher (work experience)?
ii) Do you know the classroom control and management aspects?
iii) Teaching experiences helping in fulfilling those aspects named above?
iv) Are there any different between the new teacher and experienced teacher in your school?
v) Is there any problems facing the beginning teacher in classroom control in your school? If
yes what are those problems?
vi) What should be done in order to improve classroom control and managements?
vii) Is there any relationship between teaching experience and controlling students’ behavior?
viii) The good classroom control and management can led performance to the students in
classroom?

50
 APENDEX B: Interview Guide to Academic Master

I am SIMSOKWE WALTER GEREVAS a third year student from Archbishop Mihayo

University College Tabora (AMUCTA). I am conducting a study on The impact of teacher
teaching experience on the classroom management the case of Sumbawanga municipality.
The purpose of this study is for teacher teaching classroom management improvement, and
controlling the student misbehavior. You are therefore kindly requested to respond to all
questions honestly. All information you give will be confidential. Your name is not needed

i) For how long have you been teaching as a teacher (work experience)?
ii) Do you know the classroom control and management aspects?
iii) Teaching experiences helping in fulfilling those aspects named above?
iv) Are there any different between the new teacher and experienced teacher in your school?
v) Is there any problems facing the beginning teacher in classroom control in your school? If
yes what are those problems?
vi) What should be done in order to improve classroom control and managements?
vii) Is there any relationship between teaching experience and controlling students’ behavior?
viii) The good classroom control and management can led performance to the students in
classroom?

51
APPENDEX C: Interview Guide to the Head of School

I am SIMSOKWE WALTER GEREVAS a third year student from Archbishop Mihayo

University College Tabora (AMUCTA) A Constituent Collage of St Augustine of Tanzania
(SAUT). I am conducting a study on the impact of teacher teaching experience on the
classroom management and control the case study of Sumbawanga Municipality. The
purpose of this study is for teacher teaching classroom management improvement, and
controlling the student misbehavior. You are therefore kindly requested to respond to all
questions honestly. All information you give will be confidential. Your name is not needed.

i)For how long have you been teaching as a teacher ( work experience)?
ii) Do you know the classroom control and management aspects?

iii) Teaching experiences helping in fulfilling those aspects named above?

iv) Are there any different between the new teacher and experienced teacher in your school?

v) Is there any problems facing the beginning teacher in classroom control in your school? If
yes what are those problems?

vi) What should be done in order to improve classroom control and managements?

vii) Is there any relationship between teaching experience and controlling students’ behavior?

viii) Do think the school administration can influence the discipline or behavior to the
student?

52
APPENDEX D: Interview Guide to District Education Officer (DEO)

I am SIMSOKWE WALTER GEREVAS a third year student from Archbishop Mihayo

University College Tabora (AMUCTA). I am conducting a study on the impact of teacher
teaching experience on the classroom management and control case of Sumbawanga
Municipality. The purpose of this study is for teacher teaching classroom management
improvement, and controlling the student misbehavior. You are therefore kindly requested to
respond to all questions honestly. All information you give will be confidential. Your name is
not needed.

i)For how long have you been teaching as a teacher (work of experience)?
ii) Is there any relation between teacher teaching experience and classroom managements?
iii) Do you have expects the problems facing teacher to fail on controlling the students
misbehavior?
iv) What should be done to improve classroom control and managements?
v) Is there any differences between experienced teacher and beginning teacher in classroom
management and controlling the student’s misbehavior?

Vi) The good classroom control and management can led performance to the students in
classroom?

53
APPENDEX E: Questionnaire to Teachers

I am SIMSOKWE WALTER GEREVAS a third year student from Archbishop Mihayo

University College Tabora (AMUCTA). I am conducting a study on the impact of teacher
teaching experience on the classroom management the case of Sumbawanga municipality.
The purpose of this study is for teacher teaching classroom management improvement, and
controlling the student misbehavior. You are therefore kindly requested to respond to all
questions honestly. All information you give will be confidential. Your name is not needed

i) For how long have you been teaching as a teacher (work of experience)?----------------------
---
ii) Do you know the classroom control and management aspects?----------------------------------
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----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
iii) Teaching experiences helping in fulfilling those aspects named above?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
-------------------------
iv) Are there any different between the new teacher and experienced teacher in your school?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

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v) Is there any problems facing the beginning teacher in classroom control in your school? If
yes what are those problems?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
-------------------------
vi) What should be done in order to improve classroom control and managements?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
vii) Is there any relationship between teaching experience and controlling students’ behavior?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
viii) The good classroom control and management can led performance to the students in
classroom?
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------

55