Teachers’ Culturally Responsive Learning Environment Practice, Classroom Management and Students’ Discipline in Public Senior Secondary Schools in Lagos State, Nigeria

Abstract

Culturally diverse classrooms require teachers to implement instructional practices that acknowledge students’ cultural backgrounds and promote inclusive learning environments. This study investigated the relationship between teachers’ culturally responsive learning environment practices, classroom management, and students’ discipline in public senior secondary schools in Lagos State, Nigeria. A descriptive survey research design was adopted. The population comprised teachers and students in public senior secondary schools, with 1,800 questionnaires administered and 1,797 valid responses obtained, representing a 99.8% response rate. Data were collected using the Teachers’ Culturally Responsive Learning Environment Practice and Classroom Management Questionnaire (TCRLEPCMQ) and the Students’ Discipline Questionnaire (SDQ). The instruments were validated by experts, and their reliability was confirmed using Cronbach’s Alpha. Data were analysed using descriptive statistics, Pearson Product–Moment Correlation, and regression analysis at the 0.05 significance level. The results indicated a significant moderate positive relationship between teachers’ culturally responsive learning environment practices and classroom management (r = .438, p < .05). However, culturally responsive practices did not significantly influence students’ discipline (β = .027, p > .05). The study concludes that while culturally responsive practices improve classroom organisation and teacher–student interactions, they may not independently determine students’ disciplinary behaviour. It recommends integrating culturally responsive teaching with broader behavioural management strategies and strengthening teacher professional development in inclusive classroom practices.

Keywords: Culturally Responsive Teaching, Classroom Management, Students’ Discipline, Learning Environment.