Behavioral Management Strategies in Inclusive Classroom of Early Childhood Education

AUTHOR(S)

GLENDA S. PANEDA

ABSTRACT

——This study aimed to determine the level of behavioral management strategies employed by early childhood education teachers in inclusive classroom in the Rosario District,Rosario, La Union.Using a descriptive-correlational research design, data were collected from 45 teachers in Rosario District,Rosario, La Union A validated questionnaire to level of behavioral management strategies in the inclusive classroom of early childhood education teachers along setting clear expectations,creating a positive climate,building relationships,using planned interventions and structure of the classroom. Results revealed that all strategies were utilized to a “very high” level of behavioral management, with grand overall weighted mean of 4.70. No significant differences were found across their profile variables except civil status when compared to creating a positive climate and building relationships. Findings highlight teachers are performing very well, but further improvement is needed, especially in planned interventions and continuous professional development. Keywords: Behavioral Management, Inclusive Classroom, Early Childhood Education, Inclusive Education, Early Childhood Education Teacher