Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 4 (2026)

Classroom Management Practices of Public and Private Elementary Teacher: A Comparative Study

Sittie Aisah M. Mamongcal

Discipline: Education

 

Abstract:

This study addresses the evident gap in comparative research by providing a detailed description and comparison of classroom man- agement practices among public and private elementary teachers in Moncada, Tarlac. Focusing on dimensions of time management, con- ducive environment, instructional techniques, and classroom dynam- ics, it investigated whether significant differences exist between these groups, aiming to inform policy and improve interventions. The study employed a descriptive-comparative design, adapting a vali- dated Teachers' Classroom Management Questionnaire, and included 50 respondents 25 teachers each from Moncada South Elementary School and Moncada Catholic School. Demographic profiles, fre- quency counts, and statistical differences were systematically ana- lyzed, with an independent samples Mann-Whitney U Test used to evaluate the significance of differences at α=0.05α=0.05. Results re- veal that most Moncada South Elementary School teachers have 5 to 9 years of service, have attended three relevant trainings, and hold master's degrees, while Moncada Catholic School teachers have simi- lar years of service but usually attend more than five relevant train- ings and hold bachelor's degrees. Both groups demonstrated excel- lent classroom management practices across all measured dimen- sions, and no statistically significant differences were found between public and private counterparts in time management, conducive en- vironment, instructional techniques, or classroom dynamics. Given these outcomes, several actionable recommendations are proposed: launch targeted professional development programs with at least three workshops annually, focusing on differentiated instruction and technology integration; conduct quarterly collaborative training and peer demonstration sessions; implement mentorship for less-experi- enced teachers; facilitate annual benchmarking visits between schools; and establish a joint monitoring and evaluation system using standardized tools to sustain effective classroom management prac- tices and ensure continual improvement.



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