QUANTITATIVE ASSESSMENT OF SUSTAINABLE HYBRID CLASSROOM MANAGEMENT AMONG LIBERIA SECONDARY SCHOOL TEACHERS

Abstract

In West Africa, achieving success in sustaining Hybrid Classroom Management (HCRM) has become a key challenge for educational resilience as global education shifts toward diverse instructional approaches. This study aimed to explore the predictive relationship between self-assessed online and face-to-face Classroom Management (CRM) and the likelihood of successfully sustaining HCRM among secondary school teachers in Liberia. A non-experimental, correlational design was used, with data collected from a stratified sample of 602 teachers. The strength and significance of the predictors were assessed using a binary logistic regression model, with a strict success threshold of 86.4% indicating competence. The model showed excellent discriminative ability, with an Area Under the Curve (AUC) of .850 and explained 49.4% of the variance (Nagelkerke R² = .494). Results revealed that success in both face-to-face and online CRM were significant predictors (P < .001), with face-to-face CRM being the stronger predictor (Wald = 88.153, Exp(B) = 9.545), compared to online CRM success (Wald = 80.048, Exp(B) = 6.825). It was found that traditional face-to-face CRM served as a vital foundation for success in HCRM. The findings suggestted that while success in face-to-face CRM provided a strong base, self-assessed online CRM skills, especially digital skills, acted as accelerators for HCRM sustainability. Emphasizing human factors, such as digital skills, should be incorporated into initiatives like the Liberian Ministry of Education’s (MoE) IRISE project. Teachers' training institutions should include modules on hybrid teaching methods, and projects should utilize predictive diagnostics to allocate resources effectively.