Author
Edmer M. Loyola*
Cebu Technological University – Carmen Campus, Poblacion, Carmen, Cebu, Philippines
Abstract
This study determined the classroom management practices and issues experienced by public junior high school teachers in selected coastal schools in Catmon, Cebu. Anchored on the Positive Learning Framework developed by Tim McDonald, it focused on teachers’ practices across prevention through self-awareness and management planning, prevention: lesson design, and corrective actions, as well as the common classroom issues encountered. Respondents were teachers in selected public junior high schools in coastal area and were selected using Cochran’s Formula to ensure an adequate and representative sample size. Distributed across three schools, with 51% coming from Catmon Integrated School, 36% from Catmon National High School, and 8% from Macaas National High School. The study utilized a descriptive–correlational research design with a researcher-made survey questionnaire as the primary data-gathering instrument. Frequency and percentage were employed to describe the demographic profile of the respondents and common classroom management issues, while the weighted mean was used to determine the level of classroom management practices based on three phase model of the Positive Learning Framework. Furthermore, the Pearson Product–Moment Correlation was used to examine the significant relationship between classroom management practices and the issues encountered by teachers. Results revealed a high level of classroom management practices, although challenges such as absenteeism, arriving late, failure to submit assignments on time, and talking or disrupting during lessons persisted. An action plan was proposed.
Keywords: Classroom Management Practices, Positive Learning Framework, Preventive Strategies, Corrective Actions, Public Junior High Schools.
*Corresponding author / Email Address: edmer.loyola@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021138
Recommended citation:
Loyola, E. M. (2026). Classroom management practices and issues in public junior high schools using the positive learning framework. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3998-4020. http://doi.org/10.69651/PIJHSS05021138
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References