This study investigated the management of positive classroom and school safety and effectiveness of teachers in Unity schools in South-Eastern states of Nigeria. The correlational research design was adopted for the study. Two research questions were answered while two hypotheses were tested. The population of the study comprised all the 901 teachers of the 14 Unity schools in the 5 South-Eastern states of Nigeria. Stratified and disproportionate sampling techniques were used to select 399 sample size that was determined from the population using Taro Yamane Formula. Two sets of instruments titled; “Management of Seamless Technology Integration Questionnaire” and “Teachers’ Effectiveness Questionnaire” were used for data collection. Face and content validity was ensured by experts. The reliability coefficients of the two instruments were calculated to be 0.78 and 0.81 using Cronbach Alpha method. Multiple and simple regressions were used to answer the research questions. Analysis of variance associated with multiple regression and t-test associated with simple regression were used to test the null hypotheses at 0.05 alpha level. It was found that management of: positive classroomand school safety positively correlate (0.89 respectively) to teachers’ effectiveness in Unity schools in South-Eastern states of Nigeria. Based on the findings, it was concluded that management of positive classroom and school safety is positively and highly significant to the effectiveness of teachers in Unity schools in South-Eastern states of Nigeria. It was therefore recommended among others that positive classroom management should be prioritized by the Unity school administrators through the application of Kaizen principles.
