Author

Mary Grace C. Porte
Cebu Technological University-Main Campus
Cebu City, Philippines
Email: marygraceporte@gmail.com

Abstract

This study evaluated the behavior problems encountered among diverse learners and the corresponding classroom management practices in inclusive education at Tipolo National High 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. The findings revealed that the teachers were from age group of 41 to 50 years old, taking masteral units, with 10 years and more teaching experiences, and are usually teaching learners with difficulties in communication, reading, writing, & number problem. The findings show that teachers frequently applied behavior and classroom management strategies, with actions such as promoting good conduct consistently practiced. Statistical analysis further revealed that years of teaching experience was the only factor significantly linked to the level of behavior and classroom management. Other variables—age, highest educational attainment, types of disabilities handled, and trainings attended—showed no significant relationship to teachers’ management practices or to the specific behavioral problems encountered. Schools are encouraged to enhance peer-mentoring and coaching programs so that the expertise of veteran teachers can guide and support colleagues with fewer years of experience and may implement the intervention plan formulated for specialized approaches to address the needs of learners with particular behavioral or learning challenges.

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

DOI: http://doi.org/10.69651/PIJHSS0501848

Recommended citation:
Porte, M. G. C. (2026). Assessing learner’s behavior and classroom management in inclusive education: A comprehensive intervention plan in public elementary school. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9566-9577. http://doi.org/10.69651/PIJHSS0501848

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