Romel C. Melendez (Author)
Abstract
This study employed a quantitative-descriptive research design to assess the classroom management practices of 17 teachers at Bamban Gabaldon Elementary School, Bamban East District, Tarlac Province, for the school year 2023–2024. The study focused on key aspects of classroom management: time management, learners’ behavior, learner engagement, and classroom communication. It also identified problems encountered by teachers and proposed strategies to address them. Data were analyzed using frequency, percentage, and weighted mean. Findings revealed that teachers generally exercised classroom management practices to a “great extent,” particularly in time management (WM=3.77), learner engagement (WM=3.73), and classroom communication (WM=3.56). Learners’ behavior was practiced to a “moderate extent” (WM=3.10). Teachers encountered “very serious” problems overall (WM=3.73), especially in time management (WM=4.42) and classroom communication (WM=3.73). Issues included limited time, aggressive students, speech difficulties, and classroom disruptions. To address these concerns, the study proposed strategies targeting time constraints, behavior management, engagement techniques, and communication enhancements. Conclusions highlighted that while teachers practice classroom management effectively, significant challenges hinder optimal performance. Recommendations include implementing the proposed strategies, regular monitoring and evaluation, enhanced collaboration among stakeholders, behavioral management training, inclusion of classroom management guidelines in handbooks, and broader future studies to validate findings.
Read the full text here.
Keywords: Classroom Management, Time Management, Learner Engagement, Teacher Challenges, Quantitative Research, Communication Barriers, Behavior Management