Pre-service Business Teacher Classroom Management Competencies and Students’ Attitude towards Learning

Abstract

Several studies have established associations between teachers’ practices and students’ attitudes and achievement, but the new question is how pre-service teachers’ competencies are associated with students’ attitudes. This study aimed to assess the association between pre-service Business teachers’ classroom management competencies and students’ attitudes. Multiple sampling techniques were employed to select 192 Business students as respondents to a closed-ended questionnaire. The data were analysed using descriptive and inferential statistics. The results showed that pre-service Business teachers possess adequate classroom management competencies, which are positively associated with students’ attitudes toward learning and academic achievement. Therefore, teachers should be encouraged to vary their classroom management techniques to direct their students’ attitudes towards learning.