Gender Diversity Effecting Teachers Classroom Management Practices at Higher Education Level

The major objectives of the study were to explore the prevailing classroom management practices at higher level among teachers and to compare teacher’s classroom management practices on the basis of gender. The research in hand was based on quantitative approach. Further by method the research was based on comparative style of research. The population of the study was based on 8659 social sciences students (Male=4795, Female=3864 sessions) enrolled in public sector universities of Islamabad (Session 2022). Stratified random sampling technique was used to select the sample. 447 social sciences students contributed in data collection process among which 251 were male and 196 were female. The data was collected with the help of self-developed questionnaire based on the model of classroom management practices presented by Fraser, McRobie and Fisher (1996). The questionnaire was based on 44 items and six sub scales (Teacher’s cohesiveness, Teacher’s support, Teacher’s involvement, Teacher’s investigation, Task orientation, Teacher’s cooperation and Teacher’s equity). The scale was found reliable at .906 while the sub-scales were found reliable .703, .746, .815, .618, .680, .850 and .660 respectively. Respondents agreed that the teachers were practicing classroom management skills related to cohesiveness, teachers, support, involvement, task orientation, cooperation and equity. However, among these above seven areas there respondent strongly agreed with the teacher’s practices regarding equity. That was showing that teachers answer the questions of the students, students were allowed to ask questions freely and discuss the content, use of appreciation and cooperation on the part of the teacher. Further there was statistically no significant (t = .240) difference between male and female respondents regarding the use of the classroom management practices. The same was the situation with the sub scales. It was recommended that the teachers need to manage a discussion session with the class on the first day to decide about the expectation from the class and classroom rules. To appreciate the good efforts made by the students the teacher need to celebrate the success of the students with in the class with the class fellows. To develop cohesiveness among the students the teachers need to assign group projects and social work assignments such social work would also help them to become a productive citizen of the country