Do Teacher Values Influence Classroom Management? A Study of Teachers in Public High Schools in Ghana

Understanding the significance of teacher values and their impact on classroom management can provide valuable insights into enhancing the educational experience for both teachers and students. This study delves into the topic of teacher values and examines their effectiveness in classroom management using some senior high schools in the Eastern Region of Ghana. A survey research design was used to obtain primary data from a sample of 175 teachers which was analysed using Partial Least Square-Structural Equation Modelling. Findings revealed that only the teacher’s self-image (β = 0.202 t = 2.35, p<0.05) has a positive and significant effect on classroom management. While belonging to a community of teachers (BCT) (β = 0.059 t = 0.449, p>0.05); intrinsic career value (ICV) (β = 0.32, t = 1.157, p>0.05); and working with children (WWC) (β = 0.076, t = 0.55, p>0.05) have an insignificant effect on classroom management (CM) of teachers. The study concluded that teacher values with particular emphasis on the self-image of the teachers affect the classroom. The study, therefore, recommends that the teacher’s self-image be greatly boosted through self-development and self-leadership to improve the overall management of the classroom which will in turn boost the effectiveness of both the teacher and the student.