Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.15, 2014 147 Teachers’ Knowledge and Application of Classroom Management Techniques in Business Education Dr. Joy Amesi 1* Dr. Margaret E. Akpomi 1* Dr. Ndubuisi S. Amadi 2 1.Business Education Department, Faculty of Technical & Science Education, Rivers State University of Science & Technology, P.M.B. 5080 Port-Harcourt, Rivers State, Nigeria 2.Science and Technical Education Department, Faculty of Technical & Science Education, Rivers State University of Science & Technology, P.M.B. 5080 Port-Harcourt, Rivers State, Nigeria *E-mail of corresponding author: Joy.amesi@yahoo.com Abstract The study investigated teachers’ knowledge and application of classroom management techniques in business education. Two research questions were posed to guide the study while one hypothesis was formulated and tested at 0.05 level of significance. A total of 86 teachers were studied, purposive sampling was employed for the study. The instrument for the study was named Teachers’ Knowledge and Application of Classroom Management Techniques in Business Education Questionnaire (TKACMTBEQ), with a four point modified Likert scale of highly extent to no extent. 6 teachers validated the instrument and a reliability coefficient test using test-retest method yielded a correlation of 0.89. Mean rating was used to answer the research questions while T-test for large group mean was used to test the hypothesis. Findings revealed that teachers’ knowledge in classroom management and the application of classroom management techniques is not significantly different from each other and that most teachers are yet to be knowledgeable on issues relating to classroom management techniques. Conclusion drawn from the study is that where teachers manage their classrooms effectively, students will certainly gain from every lecture and will be happy to find themselves in such teachers’ class and also be proud of such teachers wherever they may be found. Based on the findings and conclusion drawn from the study, recommendations made amongst others were that teachers should be well equipped and knowledgeable on classroom management and ensure that techniques such as counselling approach, rote discipline, addressing the needs of students both in terms of what they teach and how they teach, facial expressions and gestures, and devoting time to each individual learner are employed in the classrooms. Keywords: Teachers Knowledge, Application, Classroom Management, Techniques, Business Education. Introduction Knowledge about how students learn, and understanding about what constitutes effective teaching and classroom management has increased considerably over the past decades. Knowledge is the state of knowing about or being familiar with something. It can also be seen as the understanding of or information about a subject which a person gets by experience or study, and which is either in a person’s mind or known by teachers generally as the case may be (Amesi, 2010). Institutions and teachers can dramatically influence the extent and quality of learning for all students. The emphasis must be on success, rather than on imperfections and shortcomings (Amesi, 2011). To make this possible, a learning environment needs to be created in which all students feel safe and understood, and can reach their potential (Akpomi & Amesi, 2013; Shavinina, 2001). To develop such a learning environment, education officials, school administrators, teachers (lecturers), students, parents as well as School Management Committees (SMCs) may need to reflect on the following and similar quality issues by asking themselves: • Do all teachers and students seem happy? • Do teachers know their students and where they come from? • Is there a sense of enthusiasm and joy in teaching? • Are differences in teachers’ teaching styles, developmental levels, and interests recognized and celebrated? • Is there evidence - in both verbal and nonverbal interaction – that students have mutual respect and regard for their teachers? • Is there evidence that the processes of teaching, as well as the outcomes, are valued? • Is there time in the teachers’ schedules for relaxation and using their imagination in information and communication technology, arts, music, and for just pondering about problems to be solved? Knowledgeable teachers have learned and experienced that behaviour problems are relatively rare in classrooms where students are actively involved and interested, and in which they are appreciated for who they are, where they come from and what they are able to contribute. Knowledgeable teachers have also learned that they need to know their students’ background to be able to understand non-academic factors that may impact their behaviour, participation and learning (Akpomi, 2011; Smith, 1989). It is obvious that not all students’ learn at the same pace or in the same way. Institutions and teachers may have to consider the extent to which education policies and practices lead to the labeling of students or to promoting the view that learning capacities are either