Classroom Management Practices among Elementary Schools Teachers at Patikul East District, Division of Sulu

REDZMALYN USTOL

doi:10.62596/nj30tr16

Authors

REDZMALYN O. USTOL Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/nj30tr16

Keywords:

Classroom, Management, Practices, Elementary Schools

Abstract

This research sought to examine the classroom management strategies employed by elementary teachers in the Patikul East District under the Division of Sulu. A descriptive survey design was adopted, involving 100 purposively selected participants from the district. The survey instrument consisted of two sections: the first captured demographic data of respondents, while the second assessed the extent of classroom management practices using ten items per subcategory. Frequency and percentage were used to address the first research question, while mean and standard deviation were applied to the second. For the third research question, a t-test was utilized for gender differences, and ANOVA for other profile variables. The fourth question was analyzed using Pearson’s r. Findings revealed that a majority of the respondents were aged 35 and above, predominantly female, married, and holders of a bachelor’s degree. The results highlighted that teachers recognize the essential role of classroom management in influencing student behavior. The average scores indicated consistent application of strategies that encourage positive student engagement and conduct. A relatively small standard deviation suggested consensus among respondents, reinforcing the notion that structured management practices contribute significantly to a constructive learning environment. No statistically significant differences were found in classroom management practices when categorized by demographic profile. However, a strong positive correlation was observed between student behavior and the classroom environment, suggesting that a well-organized setting positively impacts student behavior.

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