Author

Madelyn B. Miñoza, DevEdD
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: minozamadelyn @gmail.com

Abstract

This study evaluated the behavior problems encountered among diverse learners and the corresponding classroom management practices in inclusive education at Cesar M. Cabahug Elementary School during the 2025-2026 school year as a basis for an intervention plan. Utilizing a descriptive-correlational research design, it involved 30 teachers selected via purposive sampling. Data were gathered using a survey questionnaire and analyzed through descriptive and inferential statistics, including Analysis of Variance (ANOVA) and Regression. Findings revealed that the respondents were exclusively female, predominantly aged 31–45, with most having earned units in a Master’s degree program and had ten or more years of teaching experience. Teachers reported handling a wide range of learner difficulties, including communication, reading, writing, and numeracy challenges, as well as specific learning disabilities, ADHD, autism, and emotional or behavioral disorders. Most professional development activities attended were conducted at the school and division levels. Behavioral issues such as inattention, aggression, disruption, and non-participation were the most commonly encountered. Teachers generally employed positive behavior management strategies, with a preference for reinforcement and coaching over punitive measures. However, the overall level of classroom management practices was rated as “Sometimes” applied, indicating inconsistency in implementation. Statistical analysis showed that only teaching experience significantly influenced management practices, while no significant relationship was found between specific behavioral problems and the strategies used. The study concludes that while teachers possess foundational skills in positive behavior management, there is a need for more consistent and individualized application of strategies. It recommends the implementation of a structured intervention plan to enhance professional development, promote mentoring, and strengthen school-home collaboration in managing diverse learners.

Keywords: inclusive education, behavioral characteristics, classroom management practices, diverse learners, descriptive-correlational design, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0404553

Recommended citation:

Miñoza, M. B. (2025). Evaluating learners’ behavioral characteristics and classroom management practices in inclusive education. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6008-6021. http://doi.org/10.69651/PIJHSS0404553

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