Cyber Classroom Management Ability of Higher Secondary Teachers in Vellore District

Author(s)	Prakash V, Dheivamani A
Country	India
Abstract	The rapid integration of digital technologies into secondary education has transformed traditional classrooms into cyber-enabled learning environments. Effective cyber classroom management has therefore emerged as a critical competency for teachers. The present study investigates the level of Cyber Classroom Management Ability (CCMA) among higher secondary teachers and examines differences based on gender, age, and subject group. Using a normative survey method, data were collected from 600 higher secondary teachers in Vellore District, Tamil Nadu. Descriptive and inferential statistical analyses were employed. Findings reveal a moderate level of cyber classroom management ability among teachers, with no significant differences based on gender and age, but a significant difference based on subject group. The study highlights implications for teacher professional development and digital pedagogy.
Keywords	Cyber classroom management, higher secondary teachers, digital pedagogy, subject differences.
Field	Engineering
Published In	Volume 6, Issue 3, March 2025
Published On	2025-03-07

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