Classroom Management and Students Achievement in Lahore’s Private Secondary Schools

Abstract

Effective classroom management (CM) is widely acknowledged as a cornerstone of pedagogical success and a determinant of academic achievement. This Quantitative study examined the relationship between CM practices and student academic performance in ten private secondary schools in Lahore. Quantitative data were collected from 200 students and 50 teachers using validated Likert-type instruments assessing structural (rules, routines, organization) and supportive (feedback, fairness, participation) dimensions of management. Descriptive analysis indicated generally favorable perceptions of classroom management among students (M = 3.73 ± 0.43), with high engagement in rule clarity, organization, and motivational practices. Independent-samples t-tests revealed no significant group difference in perceived CM between structured and unstructured classrooms (p = 0.663) but a strong and significant difference in academic achievement (p < 0.001). One-way ANOVA results confirmed that supportive-dominant strategies were associated with higher mean academic performance (p < 0.001). A robust positive correlation (r = 0.62, p < 0.001) between CM and achievement reinforced the predictive power of effective management. The results substantiate that structured and supportive management practices characterized by explicit routines, consistent reinforcement, and relational warmth significantly enhance academic outcomes even when perceived climates appear similar across classrooms. The study contributes locally grounded evidence to Pakistan’s education discourse and responds to international calls for context-sensitive, practice-specific research. Findings underscore that investing in teacher capacity for proactive, feedback-rich management represents a cost-effective pathway to raising student achievement within resource-constrained environments.