Classroom Management Practices, Classroom Climate, and Academic Performance of Grade 1 Pupils in Public Elementary Schools at the District of Naic II, SY 2012-2013

Abstract

INTRODUCTION

Teachers are in need of an effective classroom management plan and good classroom climate that will bring order and productive learning back into the classroom. A total of 23 grade one teachers, seven principals, and 285 grade one pupils from 11 schools at the District of Naic II composed the respondents of this study.

METHODS

The instrument used in this study was patterned after the questionnaires of Dr. Herbert Meyer and Dr. Lituin in the study of Balani (2000). Content validation was done to determine the validity of the instrument. The modified instrument was validated statistically using Cronbach Alpha Coefficient. Pre and post tests using the modified instrument were done to test its reliability.

RESULTS

The study showed that the majority of Grade one teacher-respondents were young, female, married, regular in tenure, with five years and below years in service, bachelor's degree holders, and with a teacher I position. The teacher's perception of classroom management practices was interpreted as "outstanding" with a mean of 4.22, which implied that teachers did their task accordingly. While the teachers' perception of classroom climate was interpreted as "highly satisfactorily" with an overall mean of 3.48, which implied that there was a need for an improvement in some dimensions of classroom climate. The findings showed that the academic performance of Grade one pupils was "approaching proficiency level" with a grade point average of 81.46. It was revealed that the academic performance of Grade One pupils was in "moderate level". There was no significant relationship between the demographic profile of Grade one teachers and their perceptions of classroom management practices. Classroom climate and demographic profile of the teachers were found not significantly related. As to the demographic profile of teachers, only the length of service and educational attainment were found significantly related to classroom climate.

DISCUSSIONS

There were no significant relationships between the demographic profile of Grade one teachers and academic performance of Grade One pupils as well as the teachers' perceptions of classroom management practices and academic performance of the Grade One pupils. Also, teachers' perceptions of classroom climate and academic performance of the Grade One pupils were found not significantly related. Moreover, there were significant relationships between teachers' perception of classroom management practices and classroom climate. Lastly, principals' and teachers' perceptions of classroom management practices were found not significantly different. However, significant differences were found between principals' and teachers' perception of classroom climate.