Path Analytics Of Teachers’ Psycho-Demographic Variables And Classroom Incivility Among Secondary School Students In Ogun State, Nigeria

Classroom incivility remains a persistent threat to effective teaching and learning in secondary schools, particularly in developing educational systems. This study investigated the path analytic relationships between teachers’ psycho- demographic variables and classroom incivility among secondary school students in Ogun State, Nigeria. Anchored in Social Exchange Theory, the study adopted a survey research design and utilised structural equation modelling to examine direct, indirect, and total causal effects of teachers’ gender, work experience, academic qualification, teaching efficacy, communicative behaviour, credibility, personality, classroom management, and emotional intelligence on classroom incivility. Participants comprised 450 teachers and 400 senior secondary school students selected through multi-stage sampling procedures. Findings revealed that teachers’ communicative behaviour, credibility, teaching efficacy, emotional intelligence, and work experience exerted significant negative effects on classroom incivility, while gender showed no significant influence. The validated path model demonstrated improved goodness-of-fit indices and accounted for a substantial proportion of variance in students’ uncivil behaviours. The study concludes that classroom incivility is largely shaped by teacher-related psycho-demographic factors and recommends targeted teacher training, emotional intelligence development, and evidence-based classroom management policies.