Teacher Efficacy and Classroom Management in Public Primary Schools in Katsina State

This study investigates the relationship between teacher self-efficacy and classroom management effectiveness in public primary schools in Katsina State, North West Nigeria. Effective classroom management is foundational to creating productive learning environments, and teacher efficacy beliefs are increasingly recognised as critical determinants of management competence and responsiveness to challenging pupil behaviour. This research employed a descriptive correlational design involving 260 primary school teachers from Katsina and Daura local government areas. Teacher self-efficacy was assessed using the Teachers Sense of Efficacy Scale, and classroom management effectiveness was evaluated through structured classroom observation using the Classroom Assessment Scoring System adapted for Nigerian public school contexts. Pearson correlation and simple linear regression were applied. Results indicate a significant positive relationship between teacher self-efficacy and classroom management scores, with the efficacy for instructional strategies subscale showing the strongest predictive power. Teachers with five or more years of experience demonstrated higher efficacy and management scores compared to newly qualified teachers. Schools that provided regular professional development activities showed higher mean teacher efficacy scores. The study recommends that the Katsina State Universal Basic Education Board invest in structured mentoring programmes for newly qualified teachers and that teacher training institutions increase the practical classroom management component within their pre-service curricula. Keywords: teacher efficacy, classroom management, primary schools, Katsina State, professional development.