摘要：Classroom management is one of the most important component of teaching learning process. In a poorly managed atmosphere this process cannot take place effectively. The well managed classrooms are supportive to flourish teaching learning process. The study was conducted to test the hypothesis that there is no significance difference in perceptions of students regarding classroom management strategies of university teachers having PhD and M.Phil degrees. It was a quantitative and survey study. The population of the study was comprised of students KP two universities. Multistage sampling was used. The sample of the study was comprised of two hundred university students. A self-developed questionnaire was employed for the study. The data were analyzed by percentage, mean, standard deviation, t-test and chi-square. It is concluded that there is a significant difference in classroom management strategies of teachers having PhD and M.Phil degrees. Teachers having higher degree manage classes by using different strategies. Training programs and short term workshops can be very fruitful for developing management strategies.
