Author

Erica B. Baccay*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Classroom management plays a vital role in establishing an organized, disciplined, and learner-centered environment that promotes effective teaching and meaningful learning experiences. However, limited studies have examined the classroom management practices utilized by teachers in the public secondary schools of Cabagan District, particularly the contributory factors and barriers affecting their implementation. This study utilized the descriptive-survey method involving 25 secondary school teachers from public secondary schools in Cabagan District during the School Year 2025–2026. Data were gathered through questionnaires and unstructured interviews and were analyzed using frequency, percentage, and weighted mean. Findings revealed that instructional materials obtained the highest rating (WM = 4.90), followed by goals and objectives (WM = 4.66), classroom discipline (WM = 4.57), and seat plan arrangement (WM = 4.53), all interpreted as “Fully Adhered.” However, classroom size, class size, and classroom comfort were only “Moderately Adhered.” Teacher and school factors were found highly contributory, while barriers to classroom management were perceived as “Very Serious” (WM = 4.99). The study highlights the need for stronger institutional support and improved classroom conditions to strengthen classroom management practices.

Keywords: classroom management, instructional materials, classroom discipline, learning environment, public secondary schools.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021126

Recommended citation:
Baccay, E. B. (2026). Teachers’ classroom management practices in public secondary schools. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3802-3809. http://doi.org/10.69651/PIJHSS05021126

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