Abstract:
This study examined the classroom management practices and learners' discipline in the Cabangan
District, Schools Division of Zambales, during the School Year 2024-2025. A quantitativedescriptive, causal-comparative, and correlational research design was employed, utilizing a
validated, researcher-designed questionnaire to gather data from 121 elementary teachers and 121
elementary learners. The study focused on classroom management practices, including
establishing rules, maintaining consistency in discipline, handling disruptive behaviors, and
resolving conflicts, as well as learners’ discipline, such as following rules, showing respect,
exercising self-control, and completing assigned tasks. The findings revealed that most teacherrespondents were female, aged 40 to 49, assigned to primary grades, holding Teacher I positions
with less than nine years of service, and possessing Master’s degrees, indicating a relatively young
and well-educated workforce. Classroom management practices, especially in maintaining
discipline, managing disruptive behaviors, and resolving conflicts, were moderately practiced,
reflecting teachers' efforts to balance order with individual learner needs. Both teachers and
learners perceived classroom management as moderately effective, though challenges in
addressing disruptive behavior and conflict resolution were noted. Teachers observed moderate
levels of learner discipline, suggesting that more consistent strategies are necessary to improve
these areas. Teacher characteristics, such as age, sex, position, and years of service, had no
significant impact on classroom management practices. However, grade assignment and
educational attainment, particularly having a Master’s degree, influenced effectiveness,
highlighting the importance of professional development. Weak but non-significant correlations
between teachers' classroom management practices and learners' discipline suggested other
factors, like learner characteristics and the home environment, play a larger role. An enhanced
classroom environment program is proposed to improve the classroom management practices of
elementary teachers and learners’ discipline. |
