Behavioral Management Models for Teachers

Abstract

INTRODUCTION

The study addressed the ethical, research-based strategies to support the development of positive behavior of pupils as performed by the master teachers of public elementary schools of Iriga City Division. It sought to analyze the behavioral problems of pupils as encountered by the master teachers in the public elementary schools, the level of performance, expertise of master teachers in managing learners' behavior along principles of behavior management, methods of increasing and reducing behavior, pro-social classroom management, environmental behavior management, and working with parents and families.

METHODS

The descriptive method with documentary analysis was utilized in conducting this study. The statistical tools used were the following: frequency distribution, weighted mean, and Friedman Fr Test. The respondents of the study were the 102 public elementary master teachers of Iriga City Division.

RESULTS

From the findings of the study, there were behavioral problems of pupils encountered by the MTs. Most of them were on daydreaming, doodling of pupils, looking at the window, talking about things irrelevant to the lessons, chatting during instructional time, and getting up and moving without permission. The level of performance of the master teachers in the conduct of their duties and responsibilities was generally rated as outstanding. The level of expertise of master teachers in managing learners' behavior in school was very high.

DISCUSSIONS

The results revealed that to reduce significantly behavioral problems of pupils, teachers have to know the pupils' strengths, weaknesses, and learning needs to better address the needs of each student. Monitoring pupils' understanding by offering regular and appropriate feedback can help pupils realize that the teacher knows their actions and progress, reducing the likelihood that pupils would engage in inappropriate behaviors. In the conduct of master teachers' duties and responsibilities with respect to behavior management, they need not anxiously wait for problems to arise in the classroom but prevent them and use the time saved to teach children on how to live productively in society. The master teachers' level of expertise in managing learners' behavior have commendable performance and can share their expertise among their peers through in-service training or one-on-one coaching, particularly among the novice teachers.