CLASSROOM MANAGEMENT PRACTICES AMONG GRADE SCHOOL TEACHERS IN A PUBLIC SCHOOL DISTRICT

Abstract

Teaching is the most noble and a challenging profession. The responsibility is huge and complex considering the diverse learners under the teachers’ care in the classroom. Society, culture and early experiences with parents is to a considerable degree, shaped the development of the child’s behavior and attitudes. Hence, managing a classroom with the given diversity is hard and tough. It is in this premise that this study is aimed at assessing the classroom management practices among the teachers in one of the elementary schools in the district of Getafe, Bohol, Philippines with the end view of proposing recommendations to enhance teaching-learning strategies and processes, formulate child-friendly classroom rules for student discipline, design motivational strategies for student participation, and propose enrichment of leadership and management skills of teachers. The study sought to find out the level of classroom management practices, the degree of correlation between the profile and classroom management practices, and the degree of variance among the ten dimensions of classroom practices. Chi-Square and One-Way ANOVA are the statistical tools used for the treatment of the data. The instrument used in this study is modelled from the Classroom Self-Assessment Tool of the Center on Education and Lifelong Learning by Washburn, S. (2010). This research used a descriptive survey method applying a purposive and universal sampling technique with all the 146 teachers as the participants from kindergarten to Grade Six classes of the respondent elementary school. The findings of the study revealed a significant degree of correlation between the age, as well as, the number of years in teaching to the classroom management practices. Furthermore, the study showed the significant degree of variance among the ten dimensions of classroom management practices of the teacher participants. The results of the study evidently showed that the teacher participants are not fully practicing the three behavioral parts of the questionnaire. Such dimensions are the following: acknowledging appropriate behaviors, positive actions, and responding to inappropriate behaviors of the students