Seasoned Teachers Perceived Classroom Management Practices in Managing Classroom Misbehaviors in Selected Public Elementary Schools
DOI:
https://doi.org/10.65339/wjsam.V1.I2.19Keywords:
Classroom Management, Classroom Misbehavior, Instructional Engagement, Proactive Practices, Reinforcement Practices, Seasoned Teachers, Teacher DemographicsAbstract
This study examined the perceived classroom management practices of seasoned teachers in managing classroom misbehavior in selected public elementary schools in San Pascual, Masbate, and their relationship with demographic characteristics. Using a descriptive-quantitative, correlational design, the study purposively selected 30 teachers with more than ten years of teaching experience from three public elementary schools. Data were collected through a structured, validated questionnaire and analyzed using frequencies, percentages, weighted means, and Pearson correlation. Respondents were predominantly female (90.00%), married (76.67%), and occupying Teacher III positions (53.33%). All four classroom management dimensions received strongly agree ratings, with instructional engagement obtaining the highest overall weighted mean (3.86), followed by reinforcement practices (3.73), proactive practices (3.72), and reactive practices (3.57). The reported relationship between demographic characteristics and perceived classroom management practices was weak and not statistically significant (r = 0.33, α = 0.05). The findings indicate that respondents strongly emphasize varied instructional strategies, positive reinforcement, established routines, and appropriate responses to misbehavior. School administrators should strengthen professional development, particularly in reactive management, conflict resolution, parental communication, and consistent behavioral documentation. The small purposively selected sample and reliance on self-reported perceptions limit generalizability and prevent conclusions about actual classroom effectiveness. The study provides localized evidence to guide teacher mentoring, school-based interventions, and continuous professional development, contributing to educational and institutional sustainability in alignment with Sustainable Development Goal 4 (Quality Education).
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