Classroom Management Styles of Early Childhood Education Teachers

AUTHOR(S)

MARISOL B. RODILLA NARCISO D. RABARA

ABSTRACT

— This study is concerned with the classroom management styles of early childhood education teachers in San Manuel District, Division of Tarlac for SY 2023 – 2024. The study reveals that the majority of teachers, mostly aged 31-40, are married, have advanced education, and have extensive teaching experience. They are highly involved in local training events and use authoritative classroom management styles, influenced by factors such as personal beliefs, educational background, school culture, students’ needs, socioeconomic status, teacher experience, curriculum design, available resources, and emotional intelligence. The study reveals that middle-aged female teachers with advanced education and experience are the majority, adopting 93% of the authoritative classroom management style. This style balances structure and warmth, promoting respect, trust, and student autonomy. Factors influencing classroom management include personal beliefs, educational background, school culture, students’ needs, socioeconomic status, teacher experience, curriculum design, resources, and emotional intelligence. The study suggests that educational institutions should prioritize local training events and seminars for professional development, particularly at district and division levels, to help teachers grow and improve student outcomes. Financial support, resources, and mentorship, especially for middleaged female teachers, can enhance the quality of education. Teachers should consider various perspectives, including personal beliefs, educational background, school culture, students’ needs, socioeconomic status, teacher experience, curriculum design, resources, and emotional intelligence, to develop strategies that cater to diverse student needs. Keywords — Classroom management style, early childhood education, authoritarian, authoritative, permissive, indulgent, conducive, learning environment