Extent of Classroom Management Practices of Teachers: Basis for Action Plan

AUTHOR(S)

CHRISTINE JOY D. PANGILINAN

ABSTRACT

—— Classroom management is the primary factor affecting student achievement and instructional efficiency, serving as a proactive framework built on four pillars: Rules and Procedures, Disciplinary Interventions, Teacher-Student Relationships, and the Mental Set. In the local context of Pao Elementary School, San Jose East District, teachers during the 2023–2024 school year have faced significant challenges—ranging from student inattentiveness to uncontrollable behaviors—exacerbated by high student-to-teacher ratios and the “theory-practice gap” often highlighted in CHED’s teacher education priorities. However, these local struggles are deeply intertwined with broader mandates. This study aligns these grassroots efforts with the UNESCO Education 2030 Agenda (SDG 4), which mandates “inclusive and equitable quality education” through safe and non-violent learning environments, and the OECD Learning Compass 2030, which emphasizes the development of student agency within structured social-emotional foundations. Domestically, the research directly supports the Department of Education (DepEd) MATATAG Agenda, specifically the commitment to “TAking care of learners” by promoting inclusive infrastructure and child-friendly environments. Furthermore, it fulfills the Philippine Professional Standards for Teachers (PPST) Domain 2, which requires educators to maintain environments that promote fairness, respect, and learning safety. By assessing the specific weighted means of management practices and the severity of these encountered problems through the lens of Bandura’s Self-Efficacy Theory and Vygotsky’s Zone of Proximal Development, this research moves beyond mere observation. It provides an empirical basis for a localized Action Plan that transforms classroom management from a system of “control” into a professional skill set. Ultimately, this study aims to empower the educators of Tarlac Province with data-driven strategies, ensuring that Pao Elementary School serves as a successful model for bridging the gap between global frameworks and the reality of Philippine public education. Keywords — student participation, Inclusive Decision-Making, reflective practice, classroom management, Teacher-Student Relationships, quantitative-descriptive research design, disciplinary interventions, student engagement, participatory governance, and reflective practice