Classroom Management Skills among Teachers: Guide to Enhancing Teachers' Effectiveness

Abstract

INTRODUCTION

As a steward of an institution who is eager to develop effective learning facilitators, the researcher conducted a study on CLASSROOM MANAGEMENT SKILLS AMONG TEACHERS: GUIDE TO ENHANCING TEACHERS' EFFECTIVENESS.

METHODS

The study is designed descriptively. It focuses at the present condition to find new truths formed in phenomena such as the increased quantity of knowledge, a new generalization or a new law, increased insight factors for the discovery of a new casual relationship, a more accurate formulation of the problem and even many others.

The researcher used percentage, weighted mean, T-test for two independent samples, Chi-square test, and Kruskal-Wallis or H-test.

RESULTS

The following are the results of the study:

That majority of respondents belong in the age bracket between 31-40. That majority of the respondents are female. Most of the respondents are married. Most ofthe respondents are in the teaching profession for five years. Many of the respondents are college degree holders while few have MA units.

The level of classroom management skills of the teachers varies from the perspective of the school heads and teachers. School heads and teachers have different perceptions in the approach used to classroom investigation by the teachers. School heads and teacher supported each other in the level of management skills of teachers. School heads and teachers have the same standard in the leadership skill of teachers in classroom interaction. There is a difference in the answer of the school heads and teacher in the language used by the teachers in the classroom. Teachers have the same perception about the beliefs of teachers on teaching.

DISCUSSIONS

Based on the findings and conclusions, the following implications are being offered:

That school heads should encourage and support their teachers in advance studies to give them better insights on managing classrooms and classroom activities.

That consistent monitoring and assessment of the performance of the teachers and learners can be planned to trace the improvement of their effectiveness.

That the school heads and teachers may conduct action research and case studies based onthe problems met in classroom interaction.