Classroom Management Practices of Selected Secondary Public Schools in Calatagan District, Division of Batangas: Implication to the Delivery of Quality Instruction

Abstract

INTRODUCTION

In keeping with how effective schools should be managed and operated to achieve quality and excellence in education, competent and skillful school administrators and teachers are needed. Hence, the researcher ventured to conduct a study that will assess how the two (2) public secondary schools in Calatagan District, Batangas are managed and how effective are the school classroom management practices pursued using qualitative and quantitative data. She also wanted to identify what among the school management practices are found to effectively affect the delivery of quality instruction in the schools.

METHODS

The respondents of the study were 10 school administrators and 84 school teachers. The first group was chosen conveniently and purposively, while the second group was chosen using the randomized procedure. They represented two (2) public secondary schools in Batangas. To answer the specific questions raised, a validated and self-constructed survey questionnaire gathered the personal profile of the respondents and data were subject to treatment to arrive at answers to the questions raised.

RESULTS

The school administrators and teachers assessed the level of effectiveness of the school classroom management practices as “too often” as the school pursued the delivery of quality instruction. There were identified dimensions of school classroom management practices that were perceived as “very highly” and “highly affected” in the delivery of quality instruction and these were in the “teacher as a person”. From the conduct of the surveys, the researcher has offered the Proposed School Classroom Management Practices: Implication to Quality Instruction to the school administrators, teachers, and other stakeholders.

DISCUSSIONS

Traditionally and typically, the teaching profession is dominated by female professionals who are matured and experienced educators. The school administrators and teachers assessed the five (5) dimensions very strongly and, unanimously, four (4) of the school classroom management practices have been effectively pursued in the delivery of quality instruction in their respective schools. The Proposed School Classroom Management Practices: Implication to Quality Instruction has addressed the demands and challenges posed to the education to transform the schools to better confront the challenges of adopting "quality" in all their educational endeavors.