Assessing the Classroom Management Practices among Elementary Teachers at Jolo IV District, Division of Sulu

MARIVEN TANDIH

doi:10.62596/t1dwr306

Authors

MARIVEN H. TANDIH Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/t1dwr306

Keywords:

Classroom, Management, Practices, Elementary School

Abstract

Finding out how elementary school teachers in Jolo IV District, Division of Sulu, described their classroom management techniques was the aim of this study. To find out how elementary school teachers in the Jolo IV District, Division of Sulu, described their classroom management techniques, this study employed quantitative research, specifically the descriptive correlation design. The survey questionnaire served as a tool in the design to collect the necessary data. According to the study, most elementary school teachers in Jolo IV District are married women in their 31s to 40s who have more than six years of experience and a bachelor's degree. The educators stated that they all agreed that their methods for managing the classroom were effective, especially in topics like managing disruptive talking, time management, and the relationships between teachers and students. Furthermore, the study found a strong positive correlation between disruptive talking and teacher-student relationships, as well as between teacher-student relationships and time management. Time management and controlling disruptive talking were found to be somewhat positively correlated. To sum up, Jolo IV District teachers use efficient classroom management techniques, and better teacher-student relationships have a positive impact on time management and how disruptive behavior is handled. Demographic variables, however, have little bearing on these behaviors.

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