The Role of Classroom Management Skill in Directing Achievement Guidance Among Male and Female Secondary School Teachers

The study aimed to determine the role of classroom management skills in directing achievement guidance among secondary school students in Wasit Governorate. It was revealed that there were statistically significant differences in the level of identifying classroom problems due to variables of type, specialization, and professional experience of the person in charge of the classroom management process. The descriptive analytical method was used to suit the research's nature and the data type obtained. The research community consisted of 200 male and female teachers from various schools in Wasit Governorate and approximately 6 schools that teach the secondary stage. In order to be involved in collecting data and obtaining the necessary information centered around classroom management, a random sample of 22 teachers were selected. In order to collect data for the study, the researcher used the research tool (questionnaire) to measure the level of classroom problems. It consisted of 16 items, and in order to verify the validity of the tool, virtual validity was used by seeking the opinions of arbitrators with experience in the field of classroom management who have experience from Those who have worked in the field of classroom management for long periods and have a lot of information and theories related to the current study. The reliability of the questionnaire was verified using Cronbach's Alpha coefficient, and its value was 0.82, which is high and excellent stability for applying the questionnaire items to the research sample. To analyze the data, the researcher used weighted arithmetic means, percentages, standard deviations, and the discrimination coefficient, and when calculating the value of (t), the results of the study showed that the degree of exposure of male and female secondary school teachers to classroom problems was average in the total score in the seven dimensions of the scale. It also became clear that there were statistically significant differences in exposure to classroom problems due to the scientific and literary specialization variable and gender, males, and females.