Teachers Classroom Management and Disciplinary Practices Towards Learners&rsquo; Behavior

Teresita  Sambo,; Norhamida  Dilabayan,

Teachers Classroom Management and Disciplinary Practices Towards Learners’ Behavior

Discipline: Education

Abstract:

This study examined the classroom management and disciplinary practices towards the learner’s behavior of the teacher for the school year 2023-2024. The research focused on 130 teachers from Nunungan District and selected schools from Sultan Naga Dimaporo District. Employing a descriptive-correlational research design, the study aimed to identify the teachers' practices in terms of classroom management styles and disciplinary practices toward learners’ behavior within the specific population during the first semester of the specified school year. The findings revealed that the teachers predominantly adopted an authoritative management style, emphasizing a genuine concern for learners' learning experiences. The study came to the conclusion that common misbehaviors were commonplace, including fighting, disruptive behavior, and attention-seeking. Occasionally, peer pressure, personal issues, and attention-seeking were the causes of misbehavior. Furthermore, only some facets of classroom management—like thorough planning and encouraging an honest conversation with students—showed a noteworthy favorable impact on students' behavior. Teachers had to prepare their classrooms because it had a good correlation with students' behavior. The respondents' age significantly influenced their classroom management style, and their civil status was found to be a key determinant of classroom management techniques. Being married had something to do with the respondent's classroom management because married respondent had their own experiences with managing their own children at home. Length of service had a significant effect on the classroom management style. It was often considered an important factor in determining a teacher's experience and expertise in classroom management.

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