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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Management is very important in every institution without it no institution can able to
achieve its desired goals. Management as defined by Abelos et. al. (2006) is the practice of
consciously and continually shaping organizations, all organizations have people who are
responsible for helping them achieve their goals. It is also a specialty in dealing with matters
of time and human relations as they arise in organizations. Furthermore Jones and Georges
(2006) explained that management is the planning, organizing, leading, and controlling of
human and other resources to achieve organizational goals efficiently and effectively. A
school as an educational institution, it is inevitable to have a good management practice in
order to fulfill its desired goals.
A school is an organization that seeks to educate individual through the teaching and
learning process. As an organization, it composes of different personnel or members working
together to achieve its desired goals and one of those personnel is the teacher. The teacher is
the main working force of the school and the core of the teaching and learning process. Since
the job of the teacher is to teach, it is very important that the teacher possesses the art of
teaching. Zulueta (2006) stated that teaching has always been thought of as one of the noblest
of professions, and a teacher, likewise, one of the noblest human beings. It is believed that an
individual, who possessed a noble heart, will be willing to assume a great responsibility to
society the development of good citizens, the inculcation in and cultivation of the mind, the
heart, and the soul of the youth, the love of beauty, goodness and truth. In line with his noble
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commitment to facilitate learning and to help pursue thrusts and programs, teachers are
expected to uphold the professional standard of teaching profession by manifesting a genuine
enthusiasm and pride in their calling.
According to Good and Brophy (2002), effective teachers have three characteristics
that are essential to support student learning: have positive expectations for student success;
good classroom managers; and know how to provide instruction.
The classroom is the second home of both teacher and students. Teacher inside the
classroom plays a lot of significant roles. According to Corpus and Salandanan (2007), one of
the most important roles that teacher play is that of a classroom manager. Furthermore
Salandanan (2009) also added that a teacher as a classroom manager maintains order and
discipline so as to bring forth a favorable and enjoyable learning environment. Effective
teaching and learning cannot take place in a poorly managed classroom. When chaos
becomes the norm, both teacher and student suffer. In contrast, a well managed classroom
provides an environment in which teaching and learning can flourish. But a well managed
classroom does not just come out from nowhere. It takes a good deal of effort to create that
conducive classroom climate. The person who is most responsible for creating it is the
teacher. Likewise, Zulueta (2006) also agreed that the teachers as manager in the progressive
school are the primary responsible for the effective management of the various activities
directly related to the learning process. The teacher provides direct instruction, keeps
students on task, asks appropriate questions and emphasizes comprehension, monitoring, and
learning skills.
Meador (2004) stated that one of the biggest challenges for all teachers and
especially first year teachers is how to handle classroom management. For Kelly (2013),
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classroom management is the term educators use to describe methods of preventing
misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to
maintain control in the classroom. Classroom management is one of the most feared parts of
teaching for new teachers. For the students, lack of effective classroom management can
mean that learning is reduced in the classroom. For the teacher, it can cause unhappiness and
stress and eventually lead to individuals leaving the teaching profession.
Public educational institution in the Division of Pampanga is committed in providing
progressive education by developing the full potential of each student. Holistic development
is the primary concern. It can only be attained by providing every student with the facilities
that encourage learning and open the avenue for it. Since fruitful learning can be achieved in
a well-managed learning environment, the school is looked upon as the agency of society to
provide these opportunities.
Since a well-managed classroom environment is a prerequisite of an effective
teaching-learning process, the researcher seeks to find out the classroom management skills
of public secondary teachers in Lubao, Division of Pampanga.
Statement of the Problem
This study aimed to answer: What are the classroom management skills of the public
high school teachers in Lubao, Division of Pampanga for the School Year 2013-2014.
Specifically, the study sought to answer the following questions:
1. How may the profile of the respondents be described as to:
1.1 Age;
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1.2 Gender;
1.3 Civil status;
1.4 Highest educational attainment; and
1.5 Length of service?
2. How may the classroom management skills of the respondents be described along the
following:
2.2 Organizational plan;
2.2 Scheduling;
2.3 Record keeping;
2.4 Physical environment;
2.5 Discipline; and
2.6 Establishing routine?
3. Is there significant difference on the classroom management skills of the respondents
when they were grouped as to:
3.1 Age;
3.2 Gender;
3.3 Civil status;
3.4 Highest educational attainment; and
3.5 Length of service?
4. What is the implication of the findings to the classroom instruction?

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Significance of the Study
Since teachers are primarily responsible in the proper management of their classroom
in order to facilitate and maximize learning and to secure a safety environment, it is
necessary for them to have a good management skill. The findings of this research will be of
great help to the following:
To the school administrators, this research will provide them the profile of their
teacher’s skills in classroom management. They will become aware of the strengths and
weaknesses of the teacher in order for them to help their teachers in any means.
To the teachers, this research will serve as diagnosis of their classroom management
skills, a reflection of themselves and of other teachers. They will know what skills they need
to develop. They can also compare and contrast their skills with one another so that they can
support one another for their own improvement.
To the students, this research will benefit them in attaining their educational needs by
providing them a harmonious, hazard-free, and conducive learning environment so that their
potentials can be developed to the fullest.
Scope and Delimitation
The study aimed to determine the classroom management skills of the public high
school teachers in Lubao, Division of Pampanga during the School Year 2013-2014.
This study includes the profile of the respondents in terms of age, gender, civil status,
highest educational attainment, and length of service and their classroom management skills
in terms of organizational plan, scheduling, record keeping, physical environment, discipline,
and establishing routines.

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The respondents were limited to the public high school teachers in Lubao, Division
of Pampanga.
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Notes in Chapter 1
Abelos, Alex V. et. al. (2006). Organization and Management. Malabon: Education
and Publishing House.
Jones, Gareth R. and Jennifer M. George (2006). Contemporary Management. New

York: McGraw-Hill Irvin.
Zulueta, Francisco M. (2006). Principles and Methods of Teaching. Mandaluyong

City: National Book Store.
Good, Thomas L. and Jere E. Brophy (2002). Looking in Classrooms. 7th edition.
Boston: Allyn and Bacon.
Corpuz, Brenda B., and Gloria G. Salandanan (2007). Principles of Teaching 1.

Quezon City: Lorimar Publishing Co.
Salandanan, Gloria G. (2007). Elements of Good Teaching. Quezon City: Lorimar

Publishing, Inc.
Meador, Derrick (2013). Classroom Management 5 Effective Classroom Management

Strategies. Website copyright by About.com. 2013. Retrieved at http://teaching.about.com/
od/classroommanagement/tp/Classroom-Management.
Kelly, Melissa (2013). Definition of Classroom Management. Website copyright by

About.com, 2013. Retrieved at http://712educators.about.com/od/classroomhelpers/g/
Definition-Of-Classroom-Management.htm. Retrieved on September 22, 2013.
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Chapter 2
THEORETICAL FRAMEWORK
This chapter presents relevant theories, related literature, and studies that are
significant to the problem under investigation. The researcher made use of foreign and local
studies to determine the similarities and differences of those studies with the present study.
Studies made by writers were analyzed to serve as substantial reference and to provide
valuable information in enhancing the present study.
A. Relevant Theories
This study on the classroom management skills of teachers in public high school in
Lubao, Division of Pampanga is premised on the most significant and commonly applied
theories in the field of works namely: goal setting theory, role theory, image theory,
and balance theory.
According to Locke & Latham’s (1990) as cited by Miles (2012), the Goal Setting
Theory rests on the belief that life is a process of goal oriented action. Goals can be defined
as a result that individuals try to accomplish. In organizations, people are motivated to direct
their attention toward and achieve goals. Goals have both an internal and an external aspect
for individuals. The highest levels of performance are usually reached when goals are both
difficult and specific. The more difficult a goal assigned to someone, the greater the resulting
performance level. When a specific, difficult goal is set for employees, then goal attainment
provides those employees with an objective, unambiguous basis for evaluating the
effectiveness of their performance.
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This theory is related to the study because in order for the teachers to have a sense of
direction, goals are necessary. These goals will serve as guide for the day to day activities
and also criteria of what is expected to achieve for the students.
According to Biddle (1979) as cited by Miles (2012), the central idea in Role Theory
is that people are socialized or conditioned to play roles in a way that helps maintain a stable
society or social order. Role theory examines behaviors that are characteristic of people
within situation or contexts and various processes that produce, explain, or predict those
behaviors. Role theory contains four major underlying propositions. First, some behaviors are
patterned and form a role, and are characteristically performed by a person within a situation
or context. Second, roles often involve social position, or are characteristic of a person in the
role who shares common identity, such as the role of a teacher, doctor, or nurse. Third, roles
often have expectations meaning that people know when someone is playing a role, and so
have expectations about what behaviors that person will perform when playing the role.
Fourth, roles persist one’s time because they are often embedded in larger social system.
Fifth, people must be taught roles, or be socialized into them, and may find joy or sorrow
when play different roles.
This theory is related to the study because teachers play various roles in a typical
classroom, and one of the most important roles is a classroom manager. Effective teaching
and learning cannot take place in a poorly managed classroom.
The Image theory of Mitchell & Beach (1990) as cited by Miles (2012) focuses on an
individual making decision in the context of a relationship or may later be changed. It offers
a portrait of behavioral decision processes, decision are being made intuitively and
automatically since people most often make decisions using simple, easy, non-analytic, and
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rapid processes for reached decision, even when the decision has considerable importance to
the decision made. It posits that there are three types of images: the value image; the
trajectory image; and the strategic images. The value image comprises the decision mater's
principles, such as morals, ethics, values, ideals, standards of equity, justice, loyalty, and
goodness, taken together with his or her moral, civic, and religious beliefs. The value image
represents the ''self-evident truths'' for which the decision makes stands. It helps the decision
makes determine which goals are worthy of pursuits and which are not. The trajectory image
refers to the future state that the decision makes is trying to achieve, the agenda that the
decision makes in trying to follow. The strategic image comprises the various plans,
strategies, and tactics that have been adopted for achieving the trajectory image.
This theory is related to the study because a teacher tends to project a good image to
the students. It could be of a parent which shows love and care for his students and at the
same time a person in authority that keep all things in order inside the classroom. If a teacher
projects the right image to his student it will lead to a good relationship with his students.
In the Balance Theory of Heider (1958), the main idea in management is that
maintaining a harmonious balance of sentiments is implicit goal in interaction with other
people. A major assumption of the theory is that people tend to organize their thoughts,
beliefs, attitudes, and behaviors in meaningful, sensible, and consistent ways. People are
aware of their surroundings and of the events that take peace their environment through a
process of perception. People are affected by their environment and cause changes in their
environment. People have wants and sentiments with regards to others, have a sense of
belonging with others, and hold others accountable to certain standards. All of this
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determines the roles that other people play in person's life space and now that individual
reacts to other people.
A key concept in the theory is ''sentiments''. Sentiments are positive or negative
valuations that an individual has to toward other people objects. A sentiment refers to the way
a person feels about something, such as another person or an object (Miles, 2012).
This theory is related to the study because classroom management has the great effect
on student achievement. Since students cannot learn in a chaotic, poorly managed classroom
it is very important that the teacher maintained the balance inside the classroom. In order to
achieve these teachers need to give proper actions that provide clear consequences for
unacceptable behavior likewise teachers need to recognize and reward
acceptable behavior.
These four theories have great relevance to the present study because they set up the
different principles needed in order to establish a harmonious relationship between the
members of an educational institution especially teacher-student relationship. Teachers could
use these theories as frameworks in achieving their desired goals and objectives. These goals
will also serve as guide on the roles teachers play and the image they project in order to
maintain balance inside the classroom. This could ensure that optimum, meaningful, and
maximum learning experiences are provided for the students. This serves as an assurance that
the programs of education are realized and the goals of education are achieved.
B. Related literature
Foreign Sources
According to Seda (2008), from the beginning of teaching experience, teachers
commonly express their concern about controlling the students and creating a disciplined
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environment in order to create a proper atmosphere for learning and classroom
management that is commonly mentioned as the most intricate aspect of teaching. Today,
classroom management is becoming an increasing problem for teachers and administrators in
primary schools because of changes in educational environments.
Cowley (2003) added that developing and maintaining a positive atmosphere in the
classroom is absolutely essential for effective teaching and for good behavior management.
Although creating a positive atmosphere in the classroom takes hard work and often a great
deal of energy, in the long run it will be making a life far easier for the teachers.
Classroom management according to Peace Corps (2003) is the teacher’s behaviors
that facilitate learning. A well-managed classroom increases learning because students spend
more time on task. The following are strategies towards effective classroom management:
create an effective learning environment; establish classroom procedures; create a
motivational environment; make every minute count; keep everyone engaged; teach life
skills and good learning habits; be creative; and use project design and
management techniques.
Weinstein and Evertson (2006), characterize classroom management as the actions
taken to create an environment that supports and facilitates academic and social–emotional
learning. Toward this goal, teachers must develop caring, supportive relationships with and
among students; organize and implement instruction in ways that optimize students’ access to
learning; use group management methods that encourage students’ engagement in academic
tasks; promote the development of students’ social skills and self–regulation; and use
appropriate interventions to assist students with behavior problems. Garrett (2012) also
describes classroom management as a process consisting of key tasks that teachers must
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attend to in order to development an environment conducive to learning. These tasks include:
organizing the physical environment, establishing rules and routines, developing caring
relationships, implementing, engaging instruction and preventing and responding to
discipline problems.
Marzano and Marzano (2003) highlighted that classroom management is a key to
high student achievement. In their research, they found out that teachers' actions in their
classrooms have twice the impact on student achievement as do school policies
regarding curriculum, assessment, staff collegiality, and community involvement.
Effective classroom manager provides effective instruction, so management is an integral
part of learning process.
According to Oakley (2010), to be a good teacher the following classroom
management skills are needed: authority; knowledge; individualization: patience; and
time-management.
Classroom management is closely linked to issues of motivation, discipline
and respect. Methodologies remain a matter of passionate debate amongst teachers;
approaches vary depending on the beliefs a teacher holds regarding educational psychology.
A large part of traditional classroom management involves behavior modification, although
many teachers see using behavioral approaches alone as overly simplistic. Many teachers
establish rules and procedures at the beginning of the school year. Gootman (2008) stated
that rules give students concrete direction to ensure that one’s expectation becomes a reality.
According to Denti (2012), every teacher dreams of the perfect well-behaved class,
but the reality can be quite different. In order to maintain control of the classroom and to
promote an enhanced classroom environment the following strategies might be of help:

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improve teaching and classroom management skills; enhance knowledge base; and
maintain a positive attitude.
Foley (2002), stated that classroom management, especially with elementary and
junior high age students, never ends. It is an ongoing process, but once the foundation is laid,
it only takes occasional reminders. Some classroom management tips to help teachers settle
problems, or prevent them from occurring, so that they can spend more of the classroom hour
on teaching and learning are: take charge of the class; focus on the disruptive students; let
students choose their seats; give incentives to do their best on assignments; keep an eye on
the students; and establish consequences for misbehaving.
Furthermore, he stated that good classroom management starts the first day of school.
Once students learn there will be consequences for misbehavior, they usually come around.
The following three steps to help that will set up consequences: determine what
consequences will be effective with your students; tell students that there will be
consequences for misbehavior; and follow through with consequences for misbehavior.
Barbetta and Bicard (2005) said that in an effort to maintain order in the classroom,
sometimes teachers can actually make the problems worse. Therefore, it is important to
consider some of the basic mistakes commonly made when implementing classroom
behavior management strategies. For example, a common mistake made by teachers is to
define the problem behavior by how it looks without considering its function.
More so, they mentioned that interventions are more likely to be effective when they
are individualized to address the specific function of the problem behavior. Two students
with similar looking misbehavior may require entirely different intervention strategies if the
behaviors are serving different functions. Teachers need to understand that they need to be
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able to change the ways they do things from year to year, as the children change. Not every
approach works for every child. Teachers need to learn to be flexible. Another common
mistake is for the teacher to become increasingly frustrated and negative when an approach is
not working. The teacher may raise his voice or increase adverse consequences in an effort to
make the approach work. This type of interaction may impair the teacher-student
relationship. Instead of allowing this to happen, it is often better to simply try
a new approach.
More so, they emphasized that inconsistency in expectations and consequences is an
additional mistake that can lead to dysfunction in the classroom. Teachers must be consistent
in their expectations and consequences to help ensure that students understand that rules
being enforced. Hence, teachers should communicate expectations to students clearly and be
sufficiently committed to the classroom management procedures to enforce
them consistently.
McTutyre (2007) enumerated the three essential skills that are needed for effective
classroom management namely: Patience. Patience is a virtue and classroom patience is a
necessity in order to maintain good working relationships with the students; Determination.
Effective classroom management takes skill, but it also takes determination. It is needed to
determine and establish authority in the classroom at all costs, or deterioration in student
behavior is expected. The teachers with the most effective classroom management skills are
the teachers who are determined to follow through, and apply their rules consistently,
whatever the situation; and Consistency. If there is no consistency in the classroom, effective
classroom management is hard to achieve. The teachers who have the least problems with
student behavior are the teachers who deal with the students in a consistent fashion.
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According to Kelly (2012), classroom discipline and management causes the most
fear and consternation in new teachers. However, classroom management is a skill that is not
only learned but practiced daily. Furthermore she enumerated ten tips that can lead to
successful classroom management and discipline namely: start the school year with a good
classroom management and discipline plan; fairness is key; deal with disruptions with as
little interruption as possible; avoid confrontations in front of students; stop disruptions with
a little humor; keep high expectations in your class; over plan; be consistent; make rules
understandable; and start fresh every day.
As stated by Rossiter (2004), classroom management is essential to effective
teaching. If students are unruly, disruptive or simply not paying attention, it's impossible for
the teacher to lead them through their lessons and for them to learn what they need to learn.
New teachers are not always prepared for managing their classrooms, and even experienced
teachers can find themselves exasperated by uncooperative students. Classroom management
skills can help make a classroom a more conducive environment for learning. Successful
classroom management requires managing content by moving the lesson along at an
appropriate speed to keep students engaged but not overwhelmed, as well as monitoring
behavior and encouraging students to be appropriate and respectful of one another. The
teacher also must manage the classroom as a social system by encouraging relationships
among the students that foster cooperative behavior with one another and with the teacher.
The more the teacher can communicate to students that he really cares by showing a personal
interest beyond the class work, the more students will want to cooperate because they see the
teacher as a person with whom they have a personal relationship. This can be accomplished
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by having genuine conversations with students about such things as hobbies
and personal interests.
Tronshaw (2001) said that teaching is a noble and rewarding profession, but definitely
not without its trying moments. Applying classroom management skills when the students try
a teacher’s patience will help him maintain his/her cool. Challenging issues will arise in any
classroom, but if teachers have tools in place to deal with them, they will be able to take a
deep breath and remember why they had chosen the profession in the first place. The most
important element of classroom management is clearly communicating to the students what
type of behavior is expected and what type would not be tolerated. Outline each expectation
for behavior on the first day of class, and periodically reiterate them over the course of the
school year. Leave the rules posted in a highly visible location for easy reference. Make sure
the students understand the consequences for bending or breaking the rules. When students
do not abide by the rules, have a plan of action ready, such as written warnings, infraction
slips, detention, visits to the office or suspension of certain activities. A good classroom
manager is organized and has an agenda planned for each day. Students who are used to a
routine are less likely to deviate from it. Students reflect back what they see; if they see
chaos, they will give chaos. If they see order, they will likely reflect order. Be flexible; if
events call to deviate from the agenda, that is fine, but get back on track as quickly as
possible. Students respond best when a schedule is set and followed as closely as
possible.
According to Diamond (2003), classroom management is the term teachers and
instructors used to describe the act of managing their classroom and students to ensure that
stressful and non-educational situations are avoided and students learn topics and subjects
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effectively. Classroom management involves more than the management and discipline of the
students but also the availability of additional information on topics. Effective classroom
management will make life less stressful for teachers and ensure that students are provided
with the correct tools and a calm environment in which to learn.
Classroom management will differ from one teacher to another because of the
teacher's personality, teaching styles, preparedness and number of students in the classroom
at any given time. Effective classroom management involves teachers being prepared for
lessons, motivating students, providing proper and effective discipline, making students feel
comfortable, building student self-esteem and designing constructive and
entertaining lesson plans.
Classroom management is important for effective teaching and ensuring that students
learn the material rather than committing it to short-term memory for regurgitation of facts
on tests. Engaging students in lectures by moving around the room, asking questions, and
employing both verbal and nonverbal teaching methods ensure that students are paying
attention and taking more from the learning experience than simple facts. Engaging students
boosts their confidence and makes the lesson more effective.
Bear and Manning (2008), suggested preventative approaches to classroom
management, which involve creating a positive classroom community with mutual respect
between teacher and student. Teachers using the preventative approach offer warmth,
acceptance, and support unconditionally - not based on a student’s behavior. Fair rules and
consequences are established and students are given frequent and consistent feedback
regarding their behavior. One way to establish this kind of classroom environment is through
the development and use of a classroom contract. The contract should be created by both
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students and the teacher. In the contract, students and teachers decide and agree on how to
treat one another in the classroom. The group also decides on and agrees to what the group
will do should there be a violation of the contract. Rather than a consequence, the group
should decide on a way to fix the problem through either class discussion, peer mediation,
counseling, or by one on one conversations leading to a solution to the situation.
Preventative techniques also involve the strategic use of praise and rewards to inform
students about their behavior rather than as a means of controlling student behavior. In order
to use rewards to inform students about their behavior, teachers must emphasize the value of
the behavior that is rewarded and also explain to students the specific skills they
demonstrated to earn the reward. Teachers should also encourage student collaboration in
selecting rewards and defining appropriate behaviors that will earn rewards.
As explained by Kizlik (2012), classroom management and management of student
conduct are skills that teachers acquire and hone over time. These skills almost never "jell"
until after a minimum of few years of teaching experience. To be sure, effective teaching
requires considerable skill in managing the myriad of tasks and situations that occur in the
classroom each day. Skills such as effective classroom management are central to teaching
and require "common sense," consistency, a sense of fairness, and courage. These skills also
require that teachers understand in more than one way the psychological and developmental
levels of their students. The skills associated with effective classroom management are only
acquired with practice, feedback, and a willingness to learn from mistakes.
Linsin (2013) accorded that one reason many teachers struggle with classroom
management is because they confuse motivation and accountability. Although related, they
are two separate areas of classroom management. To be effective, they must remain separate.
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Teachers run into trouble when their attempts to motivate students to behave interfere with or
replace the accountability process. It’s a fly-by-the-seat-of-the-pants method of classroom
management that leaves them stressed and scratching their heads wondering what they are
doing wrong. Keeping them separate, however, it can be magic.
There are only two effective ways to hold students accountable. The first, which is a
response to individual misbehavior, is to dispassionately follow the classroom management
plan. A student breaks a rule and a teacher should enforce a consequence. It is as simple as
that. The second is employed when the class as a whole fails to follow directions or perform
a routine as taught. It entails stopping students in their tracks, rewinding to the beginning of
the transitional period or the transition itself and starting again. Both ways are action-
oriented. In other words, a teacher should do something in response to misbehavior, which is
a key characteristic of effective accountability. Any and all talk is held to a minimum. The
wonderful thing about both methods is that there is no guesswork. A teacher knows precisely
what to do in response to every incident of misbehavior individual or otherwise. The central
message to students is that the teacher do not choose to enforce a consequence, they do by
their behavior.
Local Sources
Classroom management according to Bilbao, et. al. (2006) is an integral part of the
teaching process. It suggests providing a classroom environment that is conducive to
learning, such as appropriate time scheduling for various activities and an orderly placement
of furniture and instructional materials. A clean and well lighted area, together with a
comfortable seating arrangement, make the classroom an inviting place for promoting
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interaction and a much welcome feeling of togetherness. Records of performance are well-
kept and reported to keep tract of progress. Discipline indicating complete behavior control is
well established.
Zulueta (2006) stated that classroom management is an integral part of teaching. In
order that a teacher can teach effectively, he must be able to manage his students. No matter
how much potential teacher has, if he is unable to control students in his classroom, little
learning will take place. Furthermore, it is perceived that inadequate classroom management
is widely considered by the public to be one of the major educational problems. The
classroom cannot function well without the teacher. The success of the teaching activities in
the classroom depends to a great extent on the ability of the teacher’s
classroom management.
Furthermore, he enumerated some approaches to classroom management, these are:
Assertive Approach by Lee and Marlene Carter. This approach to classroom management
expects the teacher to specify rules of behavior and consequence for disobeying them. These
rules and consequences should be communicated clearly to the students during the find day
of classes; Business-Academic Approach by Carolyn M. Evertson and Edmund T. Emmer. A
well-managed classroom that is free from disruptions, where students behave in an orderly
manner and are involved enthusiastically in learning, exist where teachers have a clear idea
of the type of classroom conditions, student’s behavior and instructional activities they wish
to produce; Behavior Modification Approach by James Watson and B. F. Skinner. Teachers
utilizing this approach spend little time on the personal history of the learners or on searching
for the reasons or causes brought about by a particular problem. Teachers strive to increase
this involvement in the occurrence of appropriate behavior through a systematic and

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inconsistent system of giving records and to reduce the possibility of in appropriate behavior
through punishment or penalty for misbehavior; and Group Managerial Approach by Jacob S.
Kounin. It emphasized the important responding immediately to group student behavior that
might be undesirable in order to prevent problems rather than having to deal with them after
they come up. If a student misbehaves, and the teacher stops the misbehavior immediately, it
remains an isolated which is not noticed, is ignored, or is allowed to continue for too long, it
might spread throughout the group and eventually becomes more serious
and chronic.
As stated by Acero, et. al. (2007), the management of a classroom includes control of
its physical conditions as well as the materials of instruction. It also includes care of the
routine factors and discipline of the class. Some factors that fall under physical conditions
such as the size of the room, its lighting and ventilation are not within the teacher’s control
but a resourceful teacher can help make improvements to make the classroom a place
which is conducive to learning.
According to Garcia (2005), classroom management consists of three principal
components, namely; leadership, classroom atmosphere and discipline or control. Classroom
leadership according to Doyle (1986) as cited by Garcia refers to the actions and behaviors
manifested by a teacher to influence the learners to put foster effort toward the achievement
of the goals and objectives of instruction.
Tenedero (2011) stated that the classroom learning environment involves design,
seating arrangement, temperature, color, sound, light, and peripheral learning materials.
Generally, the seating arrangement is linear for care on the part of the teacher to check
attendance. Teacher-factor is very important. A highly motivated teacher excites and

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emotionally provokes students to learn. Almost always, a boring teacher produces
a boring class.
According to Sahagun (2006), the following areas are which beginning teacher
frequently need help include: letting up a classroom for the first time; learning school
routines and produces; designing lesson plan; developing classroom management skill;
responding effectively to behavior and discipline problems; teaching with limited resources;
motivating students and engaging them in class activities; creating a community of learners;
working effectively with minority learners, learning disabled and special need students;
understanding social and environmental factors that may contribute to student behavior and
performance; assessing student performance; understanding new government and district
standards and assessments, and how they affect teaching strategies; understanding procedures
and policies related to curriculum adoption; learning to communicate with and involve
parents; developing organization and time management skills; identifying opportunities for
professional development; and connecting theories and teaching methods learned in college
to classroom practice.
As for Pingol (2006), the following are tips for effective teaching on the first day of
school: plan the work and work the plan; discuss the expectations with regards to
participation, discipline, and regulations in the class and school at a whole; be prepared to
involve the pupils on the first day in some exciting lessons; teaching begins where the
learner is; start the year off by presenting a firm image of oneself; command respect; be
confident; be flexible; take some calculated risks; and work at staying healthy.
Santiago (2004) stated the different aspect that an effective teacher should focus on
classroom management, these are; Firstly Correct habits; Habits refer mainly to an
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extensively practiced and well-established manner of behavior. The development of habits of
planning, organizing, and presenting materials should be such that they indicate basic
assumption-namely that learning is not a halter of performing for teachers, but rather is a
process in which learners must be actively engaged. The classroom leaders can develop
correct habits for this function of by having an open mind which is receptive to new ideas for
making improvement, resulting in the formation of better habits; Secondly Physical
classroom environment. It was discovered that under good physical conditions, students not
only learn better but also conduct themselves in a manner which makes bitter learning
possible a successful teacher automatically considers the arranges it necessary; and Lastly
Good discipline. It is just a matter of establishing control or rapport with the students.
One of the components of classroom management is time management. According to
Honrejas (2005), many teachers lose control of time by allowing a number of time wasters to
occur. Furthermore, he enumerated some tips how to save time: start on time; give clear
instruction; prepare visual information ahead of time; move distribution of handouts quickly;
expedite subgroup reporting; don’t let discussion drag on; swiftly obtain volunteers; be
prepared for tired or lethargic groups; quicken the pace of activities from time to time; and
get the class’ prompt attention.
C. Related Studies
Foreign Studies
As presented in the study entitled “Evaluation Study of Competencies of Secondary
School Teachers in Punjab in the Context of Classroom Management” by Saeed (2009) who
shared that there are so many characteristics and traits of personality and all the
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characteristics, qualities and competencies need training, grooming, improvement and
development. The best classroom environment is one that results in efficient learning.
Discipline involves employing guidance and teaching techniques to encourage students to
become self-directive and therefore to create an atmosphere conducive to learning. Teachers
are decision-makers as they manage the daily routines of their classrooms. Some teachers
squeeze out every minute of learning possible. They are highly organized and well prepared,
and they constantly think and plan ahead. This doesn't mean that they create a cold classroom
atmosphere where students feel unwelcome. Rather, they are warm and enthusiastic teachers
who are simply well organized and equally well versed in teaching. The major objective of
the study was as to investigate the problems of classroom management of the secondary
school teachers in Punjab. The population of the study consisted of the heads of the teacher
training institutions, teacher educators, heads of secondary schools, secondary school
teachers, and students. The sample included randomly selected ten heads of teacher training
institutions, 50 teacher trainers, 800 hundred heads of secondary schools, 4,000 secondary
school teachers and 4,000 students. Four questionnaires (one each for heads, teacher trainers,
teachers and students) were developed for collection of data. Data were collected, analyzed
and interpreted in the light of objective by using the Chi- Square. It was concluded from the
study that the majority of respondents agreed that secondary school teachers were aware of
time management skills, kept the classroom environment conducive for learning, and
improved the learning skills of the students by using different behavior modification
techniques. The majority of respondents agreed that secondary school teachers were dealing
with the students in a non-psychological way; it was the common areas in which secondary
school teachers had weak competencies. For improving the classroom management skills, in-
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service short courses should be planned and attendance of secondary school teachers in such
courses should be made obligatory. For maintaining the discipline in the class, teacher should
be trained in such a way that they properly understand each and every method with its proper
use in particular situations. Short courses, seminars and symposia should be organized on a
regular basis to refresh the knowledge of working secondary teachers. Teachers should
understand human, as well as educational psychology and apply it in their teaching process in
the classroom.
Similarly, O’Neill and Stephensen (2011), in their study titled “Teacher Classroom
Behaviour Management Preparation in Undergraduate Primary Education in Australia: A
Web-Based Investigation. Australian Journal of Teacher Education,” elaborated that
classroom behavior management is an essential skill required by all teacher graduates to
facilitate instruction in curriculum content. It described the classroom behavior management
(CBM) content on offer in Australian undergraduate primary education programs. To date, no
nationwide studies exist that report the CBM instruction on offer in pre-service teacher
education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty
programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant
content, and 33 of those were stand-alone CBM units (30.6%). More units were found with
CBM content embedded within methods or inclusion units than stand-alone CBM units. The
mean hours of CBM instruction per mandatory stand-alone unit was 31.46 hours, 25.5 for
stand-alone electives, and 2.3 hours within embedded units. The content of CBM units is
reported as well as the research interests of the unit conveners and instructors.
In the study of Webster-Stratton, et al. (2008) titled “Preventing Conduct Problems
and Improving School Readiness: Evaluation of the Incredible Years Teacher and Child
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Training Programs in High-Risk Schools,” emphasized that school readiness, conceptualized
as three components including emotional self-regulation, social competence, and
family/school involvement, as well as absence of conduct problems play a key role in young
children's future interpersonal adjustment and academic success. Unfortunately, exposure to
multiple poverty-related risks increases the odds that children will demonstrate increased
emotional deregulation, fewer social skills, less teacher/parent involvement and more
conduct problems. Consequently intervention offered to socio-economically disadvantaged
populations that includes a social and emotional school curriculum and trains teachers in
effective classroom management skills and in promotion of parent-school involvement would
seem to be a strategic strategy for improving young children's school readiness, leading to
later academic success and prevention of the development of conduct disorders. The study’s
randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and
Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program
for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected
because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to
all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur
homework to encourage parents' involvement. Part of the curriculum involved promotion of
lesson objectives through the teachers' continual use of positive classroom management skills
focused on building social competence and emotional self-regulation skills as well as
decreasing conduct problems. Matched pairs of schools were randomly assigned to
intervention or control conditions. Results from multi-level models on a total of 153 teachers
and 1,768 students are presented. As the study revealed, children and teachers were observed
in the classrooms by blinded observers at the beginning and the end of the school year.
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Results indicated that intervention teachers used more positive classroom management
strategies and their students showed more social competence and emotional self-regulation
and fewer conduct problems than control teachers and students. Intervention teachers
reported more involvement with parents than control teachers. Satisfaction with the program
was very high regardless of grade levels. Conclusions: These findings provide support for the
efficacy of this universal preventive curriculum for enhancing school protective factors and
reducing child and classroom risk factors faced by socio-economically
disadvantaged children.
Having connection is the study of Reglin, et al. (2012) with the title “The Effect of a
Professional Development Classroom Management Model on At-Risk Elementary Students'
Misbehaviors.” The problem in the study was that at-risk elementary school students had too
many classroom disruptive behaviors. The purpose was to investigate the effect a
Professional Development Classroom Management Model would have on reducing these
students' misbehaviors. The study implemented a classroom management model to improve
the classroom management skills of the 11 teachers who worked with the 224 students in the
four grade levels. The generic research design was the concurrent mixed methods research
design. Descriptive statistics were calculated; the inferential statistical model was the two-
sided z test. Findings for research question 1 showed the mean number of discipline referrals
decreased by 11 referrals. Findings for research question 2 showed the number of
suspensions decreased by 26 suspensions.
Meanwhile, Koki et. al. (2000), in their research entitled “Prevention and Intervention
for Effective Classroom Organization and Management in Pacific Classrooms,” conclude that
the purpose of classroom organization and management is helping students to become self-
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initiating and responsible for their own behavior and learning so that they achieve well in
school. The teacher's responsibility is to provide the framework and to intervene judiciously
when appropriate. To do this, the teacher must be constantly aware of preventive and
interventional considerations when responding to inappropriate student behavior. This skill is
an essential requirement for teacher competence. It was also found out that current research
for effective classroom management supports a broader definition of classroom management
than formerly reflects a change in direction. In a preventive classroom, the bottom line is not
curtailing student misbehavior but setting the stage so that such problems do not occur.
Instead of focusing entirely on what the teacher can do to control students, researchers are
exploring methods creating, implementing, and maintaining a classroom environment that
support student learning.
Similarly, the study of Toprakci (2012) titled “Rethinking Classroom Management: A
New Perspective, a New Horizon,” suggested a new perspective and a new horizon by
analyzing the concept of classroom management in the literature of traditional classroom
management from a scientific and dictionary view. It may be said that there are serious
problems regarding the settlement of the meaning of "classroom management" in the
educational literature, where thousands of studies are carried out at a speed that almost could
consume the concept. In order to understand what this concept means, making a small
research about what the concept in the given language means and finding out the common
points in the literature may be a contributory study. As be seen that, the basic analysis in
dictionary, the title of "Classroom Management" is used incorrectly and it neglected the mean
of "Class" word. However, the classroom is only a room of class in which teaching or
learning activities can take place. Then, it corrected to use the title of "Class Management" or
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"Class Based Management" because of "room" is only a place where class makes the
teaching and learning activities or lesson, course, and lecture.
Meanwhile, the study of Oliver, Wehby, and Reschly (2011) entitled “Teacher
Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior
found out that: Whole-classroom, multi-component programs for classroom management
have a significant, positive effect on decreasing problem behavior in the classroom. Students
in the treatment classrooms in all 12 studies showed less disruptive, inappropriate, and
aggressive behavior in the classroom compared to untreated students in the control
classrooms where “treatment as usual” or typical classroom management practices were
occurring. The overall mean classroom effect size of either .71 or .80 indicates a positive
effect that significantly impacts the classroom environment. Teachers who use universal
classroom management approaches can expect to experience improvements in student
behavior, improvements that establish the context for effective instructional practices to
occur. The analysis of the effect sizes did not indicate a significant difference between effects
sizes, indicating they were drawn from the same hypothetical distribution. Said another way,
this means there were no systematic differences in the way the studies were conducted such
as duration of treatment, assignment procedures, or population that may account for
differences in effect sizes. Likewise, treatment characteristics did not have a significant
impact on the overall mean classroom effect size, and there was no statistically significant
difference between studies using COMP or other classroom management packages. Results
will be discussed in terms of the limitations of study features reported (e.g., treatment
fidelity) and implications for research and practice.

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Having similarity is the presiding study of Holt, Hargrove, and Harris (2011) titled
“An Investigation into the Life Experiences and Beliefs of Teachers Exhibiting Highly
Effective Classroom Management Behaviors.” This study investigated the life experiences
and beliefs of highly effective teachers exhibiting effective classroom management. It
explored the beliefs, background, and experiences of exemplary teachers in the area of
classroom management. In order to meet the growing demands being placed on teachers and
students, it is incumbent upon educators to understand how the teachers who are highly
effective became so. It is through understanding the experiences of the developmental
process as well as the beliefs that guide behaviors that we can enable, equip, and empower
others to become effective as well. Research has identified classroom management as the
variable with the greatest impact on student learning. As the manager of the classroom, the
teacher has been identified as the single most important factor in student success. This
qualitative phenomenological research study used narrative inquiry to investigate the life
experiences and beliefs of eight teachers who consistently exhibit effective classroom
management behaviors. The findings suggested techniques that highly effective teachers have
in common, life experiences that influence teachers' decisions and behaviors, and the values
and beliefs that guide their management systems. Recurring story elements included showing
caring behaviors; demonstrating respect; building relationships; being organized and
prepared; feeling responsible for student learning; and the influence of family, spirituality,
and self-efficacy. Furthermore the study suggested that teachers with effective classroom
management skills have the ability to build relationships with students and implement well-
developed classroom procedures. They also exhibit a belief in the relational care of students.
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School experiences, family relationships, and spiritual background were factors identified in
the development of these teachers.
Relatively, on the study of Chafouleas, et al. (2012) titled “An Evaluation of a
Classwide Intervention Package Involving Self-Management and a Group Contingency on
Classroom Behavior of Middle School Students. Journal of Behavioral Education,” explained
that the effectiveness of an intervention package involving self-management and a group
contingency at increasing appropriate classroom behaviors was evaluated in a sample of
middle school students. Participants included all students in each of the 3 eighth-grade
general education classrooms and their teachers. The intervention package included strategies
recommended as part of best practice in classroom management to involve both building skill
(self-management) and reinforcing appropriate behavior (group contingency). Data sources
involved assessment of targeted behaviors using Direct Behavior Rating--single item scales
completed by students and systematic direct observations completed by external observers.
Outcomes suggested that, on average, student behavior moderately improved during
intervention as compared to baseline when examining observational data for off-task
behavior. Results for Direct Behavior Rating data were not as pronounced across all targets
and classrooms in suggesting improvement for students.
In addition, the study of Ratzburg (2010) entitled “Classroom Management and
Students' Perceptions of Classroom Climate,” explored the influence of classroom
management interventions on students' perceptions of the classroom climate. The study
revealed that there was no significant difference between the treatment conditions or change
on the pre and posttest administrations of the CAS (Classroom Atmosphere Survey). Results
of this study provide direct evidence related to the efficacy of a specific model for developing
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effective classroom management plans. This study promotes social change by helping to
inform interventions and professional develop models to improve strategies of best practice
in teaching, especially ones that incorporate reciprocal strategies for integrating student input
as an essential element for ongoing teacher effectiveness in a world where the student's voice
is often missing.
In the study entitled “Classroom Behavior Problems: The Relationship between
Preparedness, Classroom Experiences, and Self-efficacy in Graduate and Student Teachers”
that was undertaken by Giallo and Little (2003), the researchers found out that teachers, who
are the most effective classroom managers, are teachers who are the most confident in their
abilities. Therefore, the importance of preparedness and classroom experiences as factors that
are involved in the development and maintenance of teacher self-efficacy in behavior
management were assessed. Differences in self-efficacy in behavior management between
graduate and student teachers were also assessed. The participants in this study were 54
primary education teachers with less than three years experience, and 25 student teachers in
their final year of primary education training. The results revealed a significant positive
association between self efficacy in behavior management, preparedness and classroom
experiences. Furthermore, preparedness and classroom experiences significantly predicted
teachers’ ratings of self-efficacy in behavior management. However, both graduate and
student teachers reported feeling only moderately prepared and self-efficacious, with 83.5%
of the total sample indicating they would like additional training in the area of behavior
management. The present findings provide important information for teacher training
programs and school support structures. The primary aim of this study was to assess the
importance of preparedness and classroom experiences as factors that may contribute to the
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development and maintenance of teacher self-efficacy in classroom behavior management.
As hypothesized, the results revealed a significant association between these factors and self-
efficacy in behavior management. Furthermore, the hypothesis stating that preparedness and
classroom experiences would significantly predict teachers’ ratings of self-efficacy was
supported. A further aim was to assess for differences in self-efficacy and perceived
preparedness between graduate and student teachers. This hypothesis was not supported, with
the results indicating that teachers have a greater sense of self-efficacy and perceived
preparedness than student teachers.
On the other hand, the study of Wubbles (2011) entitled “An International Perspective
on Classroom Management: What Should Prospective Teachers Learn?” provides an
overview of the treatment of classroom management in teacher education and teaching
around the world. Six approaches to classroom management are distinguished: classroom
management approaches that focus on external control of behavior, on internal control, on
classroom ecology, on discourse, on curriculum, and on interpersonal relationships. The
study revealed that no clear picture of cross-national differences in classroom management
practices or pervasiveness of one of the approaches was found.
Another study of Ikoya and Akinseinde (2010) entitled “Classroom Management
Competencies of Intern-Teachers in Nigeria Secondary Schools,” found out the adequacy of
the current classroom management training program for intern teachers in Nigerian
Universities. Major findings revealed no significant difference in classroom management
competencies of male and female interns as regards leadership and discipline but there is
significant gender difference in communication competencies. There is variability in
classroom management competencies of intern teachers from Arts, Science, Social Science
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and Technical Education programs. The intern teachers see classroom discipline as a major
problem confronting them.
Similarly, the study of Ben-Perets, Eilam and Landler-Pardo (2011) entitled “Teacher
Education for Classroom Management in Israel: Structures and Orientations,” examined how
classroom management is taught in teacher education in Israel. Results suggested that almost
all teacher education programs offer at least one course on classroom navigation and
management. However most of these courses are elective rather than mandatory. Classroom
management is mainly treated as a technical/behavioral issue. Cultural issues, which are of
major importance in the heterogeneous Israeli classrooms, are not on the agenda in most of
these courses.
While in the study conducted by Martin, Yin and Mayall (2006) entitled “Classroom
Management Training, Teaching Experience and Gender: Do These Variables Impact
Teachers' Attitudes and Beliefs toward Classroom Management Style?” represents a
continuation of research efforts to further refine the Attitudes and Beliefs on Classroom
Control (ABCC) Inventory. The study investigated the: impact of classroom management
training on classroom management style; differences in attitudes toward classroom
management between novice and experienced teachers; and differences between male and
female teachers beliefs toward classroom management. Results revealed significant
differences between males and females and between novice and experienced teachers on
Instruction Management subscale scores. There were significant differences regarding the
People Management subscale scores between novice and experienced teachers, and those
with and those without training in classroom management. Implications for future research
and practice are discussed.

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On the other hand, the study of Abu-Tineh and Khasawneh and Khalaileh (2011)
entitled “Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools,”
revealed that Jordanian teachers practice the instructional classroom management style more
than the other management styles: behavior management and people management. However,
people management was rated the style least practiced by Jordanian teachers. Further,
Jordanian teachers who participated in this study perceived themselves to have a higher level
of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher
efficacy has the highest and significant relationship with each of the classroom management
styles and classroom management styles overall. However, the general teacher efficacy was
found to be correlated insignificantly with each of the classroom management styles and the
classroom management styles overall.
In relation to the above mentioned study, MacSuga and Simonsen (2011) in their
study entitled “Increasing Teachers' Use of Evidence-Based Classroom Management
Strategies through Consultation: Overview and Case Studies,” revealed that teachers can
minimize inappropriate or disruptive student behavior and increase academic engagement
through the use of evidence-based classroom management practices. However, many teachers
are not aware of or fluent with these practices. Pre-service teacher training programs often
fail to adequately prepare teachers to manage their classrooms, and traditional models of
professional development like training without follow-up are largely ineffective. Therefore,
schools need an effective way to support teachers' classroom management. Previous research
suggests that in-depth training such as modeling, role play, and self-assessment and
consultation in combination with self-monitoring and performance feedback may increase
teachers' use of evidence-based classroom-management practices. They presented a model

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developed to increase teachers' use of these practices. This model includes: a classroom
management checklist that teachers can use to self-assess across time; and a consultation
approach that incorporates action planning and performance feedback, which experienced
personnel can use to assist classroom teachers in implementing evidence-based classroom
management strategies.
Likewise the study of Garrett (2008) entitled “Student-Centered and Teacher-
Centered Classroom Management: A Case Study of Three Elementary Teachers,”
documented the classroom management beliefs and practices of three teachers reputed to
implement student-centered instruction and to examine the relationship between their
instructional and managerial approaches. Results indicated that, although all three teachers
used an eclectic approach, two teachers tended to be more student-centered while one was
more teacher-centered with respect to classroom management. Results also indicated that the
teachers did think about the relationship between instruction and classroom management, but
not in terms of using student-centered management to support their student-centered
instruction. Rather, they thought about what management strategies were necessary to
successfully implement a particular lesson.
The study of Seda (2008) entitled: “Classroom Management Approaches of Primary
School Teachers and Exploring If Their Management Approaches are Consistent with the
Constructivist Curriculum.” Results of the study indicated that primary school teachers prefer
to use student-centered management approach rather than teacher-centered approach. That is
teachers’ management approaches are consistent with the constructivist instruction.
Furthermore, some background variables were found to affect the classroom management
approaches of teachers. A significant difference was found in classroom management

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approaches of teachers with respect to teaching experience, branch, type of certification and
average number of students teachers have in their classes while no significant difference
was found with respect to gender variable.
While in the research of Allen (2010) entitled “Classroom Management, Bullying,
and Teacher Practices,” discussed that while bullying in schools has begun to receive
attention, little is known about the relationship between classroom management and bullying
in the classroom. The process for exploring this relationship will be a review of research and
literature related to bullying in the school environment, classroom management, teacher
practices, and student behavior. Research from a number of fields suggests that several
variables conspire to create environments where bullying is more likely to occur. These
include harsh and punitive discipline methods, lower-quality classroom instruction,
disorganized classroom and school settings, and student social structures characterized by
antisocial behaviors. Future directions indicate a need for pre-service and in-service
education on classroom management practices and student bullying. Additionally, future
research should consider an investigation of the relationship between classroom management
practices and student bullying, as well as further exploration of teacher bullying of students
and student bullying of teachers.
Local Sources
Trias (2007) conducted a study entitled: “Classroom Management of High School
teachers in the High School Department of the University of the Visayas and Its Relevance to
their Teaching,” found out that classroom order must happen before learning can happen.
Order he said must be present for student engagement to be present. Order creates an
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environment where students are engaged. He further added that perhaps it is not order that
leads to engagement, but engagement that leads to order. Teaching multiple intelligences
engages more students. Most students engaged means increased participation. Increased
participation means increased success. Increased success means increased feelings of
accomplishment, confidences, and self-esteem. This eliminates major causes of students’
behavioral problems and classroom management problems. Less students acting out means
that the increased in students learning and increased student success.
On the study of Varon (2007) entitled “The Study of Teaching Strategies and
Classroom Management in Large Class: Success, Problems, and Solutions in Negros
Occidental High School,” it was revealed that: the activities which consisted of teaching
strategies and classroom management helped promote interaction and motivation for
language learning in large class; and if the activities have too many sub-activities, then time
spent on them is problematic. It was suggested that sub-activities be minimized but rather
focus on activities that will sustain the interest of the students towards the objective for a
better learning.
Meanwhile, Bambico (2006), in the thesis entitled “Classroom Management in
Secondary Schools: A Study of Student-Teachers’ Successful Strategies,” found three out of
seven strategies that have potential for more lasting success, namely: changing the pace of
the lesson, even to the point of restructuring a learning activity, using the least intrusive
intervention along a sequence of non-verbal to verbal strategies and conferring privately with
compliance. These strategies were reported to be fruitful. They promote student self-control,
moral development, a willingness to cooperate, and an interest in learning. Presumably, many

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teachers, including novice teachers and those responsible coaching them, could use the
strategies that these student teachers used successfully.
Having connection in the above cited study, the study conducted by Naguiat (2011)
entitled “Common Classroom Management Practices of Teachers in the Public Elementary
Schools in the District of Hermosa.” This study revealed that the most common classroom
management practices among teachers are: care of the classroom routine; classroom
discipline; guidance and direction of the learning process; democratic technique; and social
relationship to pupils. Also, there is a significant difference in the four areas of classroom
management practices such as guidance and direction of the learning process, classroom
routine, democratic technique and social relationship of pupils except on classroom discipline
when the respondents are group according to age and length of service, while there is a
significant difference in all classroom management practices when the respondents are
grouped according to highest educational attainment and in-service training. Meanwhile,
there is no significant difference in all the five areas of classroom management practices of
teachers when grouped according to gender and civil status.
In relation, Jimenez (2005), in the study entitle “Techniques for Effective Classroom
Management for a Year-Round,” revealed that effective classroom management and
organization during the first few weeks of class are crucial in determining expectations,
behavior patterns and procedures that will set the tone for the rest of the year. Effective
classroom management is essential in maintaining an organized and civil classroom. The
keys to effective classroom management are: organization of procedure and resources, a well
arranged classroom environment, monitoring student progress, anticipating and handling
classroom problems and designing an effective learning center. By providing these

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management skills in the classroom, teachers will clearly and effectively manage any class
and go above and beyond expectations.
Relatively, Dela Cruz (2000), on the thesis entitled “Classroom Management: Its
Relation to Teaching Efficiently of the Faculty of Colegio de Kidapawan,” found out that
control of classroom’s physical condition as well as the materials of instruction are essential
tool for classroom management. Therefore, classroom itself is the society that needs its own
rules and regulation to keep pace and harmony within it. The following salient facts of
effective classroom management were also drawn: the teacher himself/herself must be the
model of courteous behavior; classroom management is the major responsibility of the
teacher; the classroom cannot function well without the teacher; and the success of the
activities in the classroom depends on the capability of the teacher as a classroom manager.
She concluded that control of physical condition, providing materials of instruction, and
being a model of courteous behavior as a teacher and setting rules and regulations are
effective classroom management that gives peace and harmony in the classroom.
The study of Vitanzos (2013) entitled “Teachers’ Empowerment and Organizational
Development in the Second District of Bataan,” stipulated that on the principal and
organizational development in terms of educational attainment, trainings attended, years of
supervisory experience and performance from the previous year were perceived very
satisfactory rating. On the level of organizational development, the principals considered the
level of organizational development of teachers in terms of physical facilities development,
pupils’ development, curriculum development, and staff development as very effective. On
the significant relationship of the profile of principals, there is no significant relationship
between the administrator’s educational attainment and overall organizational development.

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However, educational attainment is significantly correlated with staff development.
Evidently, work experience is not significantly related to organizational development as
suggested by the negligible correlation coefficient. Interestingly, performance is significantly
related to staff development. However, the relationship is only moderate. It is not
significantly related to staff development. However, the relationship is only moderate. It is
not significantly related to the overall organizational development. Therefore, it implies that
the null hypothesis that there is no significant relationship between supervisors’ profile in
terms of organizational development is accepted. On the significant relationship of teacher
empowerment regarding decision making autonomy, self-efficacy, status and professional
development with the level of organization development, decision making is correlated
highest with the overall organizational development. On relationship of teacher’s autonomy
with organization development, it is moderately correlated highest with overall
organizational development. With respect to teacher’s status, it has moderately high
correlation with the overall organizational development. Further, professional development is
only moderately correlated with the overall organizational development. Furthermore, the
overall empowerment is moderately highly correlated with overall organizational
development. Therefore, the null hypothesis that is no significant relationship between
teacher empowerment and organizational development is rejected. On the comparison of
perceptions as regards to teacher empowerment between the principals and teachers, there is
no significant difference in perception on teachers’ autonomy and self-efficacy were
observed between teachers and principals as implied. On the other hand, teachers and
principals differ in perception when it comes to teachers’ involvement in decision-making,
teachers’ status and teachers’ professional development. Overall, a significant difference in

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perception on teacher’s empowerment is observed between teachers and principals. The
negative t-value indicated that principals’ mean perception is higher compared to that of the
teachers. Evidently, the level of principals’ perceived support for teacher empowerment is
greater than the level of principals’ perceived support for teacher empowerment is greater
than the level by which the teachers themselves feel or observe. On the comparison of
perception as regards to level of organizational development between principals and teachers,
there are significant differences in perceptions between teachers and principals on physical
facilities, pupil, and staff development. Direct inspections of the mean values indicated that
principals have higher level of regard on the level of organizational development compared
to the teachers. Overall, principals have a significantly higher mean perception on
organizational development than the teachers. As concluded, the null hypothesis that there is
no significant relationship between the principals’ profile and teachers’ empowerment and the
level of organizational development is partially upheld.
Meanwhile, the study entitled “Faculty Preparedness Vis-À-Vis Quality Contribution
Evaluation (QCE) in Functional Areas of the Institution: Basis for Sustainable Faculty
Development Program” conducted by Sanchez-Enriquez (2013), showed that on the
university related factors, this covers leading scheme, incentives and implementation of
policies. These three (3) indicators obtained a very satisfactory rating. On the level of faculty
preparedness in QCE functional areas, along the area of instruction, a very satisfactory rating
was recorded. However, in terms of research, extension and production, the level of
preparedness yielded was only satisfactory. On the correlation of college faculty related
factors and level of preparedness, among profile variables of college faculty, age, length of
service and faculty rank are not significantly correlated with the overall level of faculty
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preparedness. On the other hand, teaching load in terms of number of hours per week and
educational attainment are significantly correlated. Gender was also found to be significantly
associated with the overall level of faculty preparedness in terms of instruction, research,
extension and production. Area of specialization and number of training and training level
were not associated with the overall faculty level of preparedness. Attendance in research
training does not affect the level of preparedness in instruction but related to the level of
preparedness in research, extension and production. Similarly, training in extension is
correlated with extension, research, and production but not in instruction. On the correlation
of university related factors and level of preparedness, the university related factors
composed of loading scheme, incentives, and implementation of policies are all significantly
correlated with the level of preparedness on extension alone and not associated with the level
of preparedness on instruction, research and production. Loading scheme was also found
correlated with the overall level of preparedness and likewise related with the level of
preparedness in extension. Among the variables affecting the level of preparedness of college
faculty in QCE functional areas, training on research was found as the best predictor, when
taken singly. On the other hand, when taken in combination, the three best predictors were
training on research, teaching load and training on extension collectively. Based on the
findings, faculty development on research training was proposed. As concluded that the lone
null hypothesis that faculty profiles and university related factors does not significantly affect
the level of faculty preparedness in instruction, research, extension, and
production is partly upheld.
Similarly, Alegado (2010), on the study entitled “Predictors of Faculty Performance at
the Bataan Peninsula State University,” exposed that on the level of performance of the
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faculty members in terms of instruction, research, and extension is very satisfactory. Also, the
level of performance of faculty in instruction as separate function is very satisfactory.
Meanwhile, on the level of performances of faculty in research and extension areas are
similarly rates with fair verbal rating. On the effects of the personal and institutional profiles
on the level of performances of faculty members, the faculty members’ profile in terms of
age and teaching load significantly affect their level of performance in instruction, research,
and extension, while gender, civil status, educational attainment, academic rank, and teaching
experience showed no significant effect. The institutional profile in terms of laboratory
rooms and service vehicles significantly affect the level of performance of the faculty
members in instruction, research, and extension, while campus size, locale and campus
resources in terms of human resource, library holdings, budget, classrooms, buildings,
comfort rooms, shop rooms, and offices showed no significant effect on the level of
performance of the faculty members.
De Jesus (2002) made an investigation entitled “Correlates of Performance of Public
Elementary Teachers in the Division of Bataan.” His study focused on the level of
performance of elementary teachers for the school year 2000-2001 as rated by the principal
and as rated by themselves using the PAST. The study disclosed that there were 28
respondents or 186.98% rated outstanding by the principals while 31 or 18.02 rated
themselves similarly. One hundred forty (140) teachers received a very satisfactory rating
from the principals while 132 or 76.74% rated themselves likewise. Only four (4) were rated
by the principal satisfactory in contrast to the nine (9) teachers who rated themselves
satisfactory. Nobody was rated fair and unsatisfactory both by the principals and the teachers
themselves. With a slight difference of .02 in the mean of both the principals’ and the
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teachers’ rating, the former is 8.93 while the latter is 8.95, the level of performance of the
respondents fell on the very satisfactory level. On the test of significant difference between
the principals’ rating and the teachers’ rating of their job performance for the school year
2000-2001 using the PAST, the study finds a significant difference showing the same
perception of the principals and the teachers as regards to latter’s performances. On the test
of significant relationship between the correlates and the job performance of teachers using
the PAST, a positive but negligible relationship to teachers’ job performance was disclosed,
specifically on age, educational qualification, level of training, length of service,
psychological attributes, and civil status. Only sex showed relationship with the performance
of teachers. Hence, it rejects the hypothesis that sex has no significant relationship with the
performance of teachers. The following were concluded: the performance level of teachers
was described a very satisfactory; there is no significant difference between the ratings of the
principals’ and the teachers themselves of their job performance using the PAST; and the
correlates of job performance such as age, civil status, educational qualification, level of
trainings attended, length of service, and psychological attributes have no significant
relationships with the job performance of teachers, but sex did.
Relatively, Palmares (2009), on the study entitled “Teaching Functions Vis-À-Vis
Teacher’s Performance,” showcased that on teaching functions as to instructional
presentation, this revealed that the average mean of very often, could be concluded that the
faculty respondents were erudite in their area of specialization. On instructional monitoring,
the average weighted mean of very often displayed that this area was significant to say that
the respondents and their students were assured of their given grade. On instructional
feedback, the most prominent item where the respondents identified the indicator where they
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were most effective was in the use of instructional feedback. With a rank of always, this was
a manifestation of faculty’s concern and commitment for students. On the performing non-
instructional duties, this exhibits the scale of very often, which showed the concern and
assurance of the faculty for the safeness of their students in every activities they do may it be
inside the classroom or outside. On teacher’s assessment, evaluation, and performance
approval as to teaching competencies, teaching skills, management skills, and evaluation
skills were assessed. Teaching skills was an area where it could be concluded that they were
knowledgeable in their area of specialization that would not be difficult for them to show
teaching strategies that would best fit their lessons. On the management skills, the faculty
showed here that one way of helping their students to accomplish their work correctly and
accurately, that is, be clear with the instructions on assignments, research work, and projects.
On the evaluation skills, an often scale predicted that faculty were constantly trained to
sharpen their decision making skills, they were aware of the school rules and regulations and
therefore they were expected to implement legal actions towards discipline problems.
Meanwhile, on teacher’s assessment, evaluation, and performance approval as to personal
and social competencies, the respondents gave regards about themselves as revealed by the
often scale equivalent, this divulged that teacher’s foremost and paramount concern in the
classroom was the learning of the students, and effective discipline. The development of
students into a well-rounded personality with quality achievement should be well-
maintained. One of faculty’s responsibilities was to awaken student’s mind by inspiring them
through his personality and competitiveness. On the test of significant relationship between
teacher’s profile and teaching functions, the respondents regarded teaching functions showed
a high correlation to educational attainment, year of teaching experience and relevant

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trainings and seminar attended. This suggested that education was very essential factor on
mastery of subject, knowledge, skills and attitudes towards teaching. Years of teaching
experience was obvious reason for this was that teachers who specialized in certain subject
content were able to explore various teaching styles and approaches. On the other hand,
trainings and seminars also showed that this could be added factor in teaching functions,
lessons learned were very vital in the continuity of teacher’s enhancement program.
Meanwhile, on the test of significant relationship between teaching functions and teacher’s
assessment, evaluation, and performance appraisal, the respondents showed the relationship
in which the teaching skills, management skills and evaluation skills correlate with the
teaching functions with scale equivalent of very high correlation, high correlation, very small
correlation on the part of the evaluation skills and performing non-instructional duties and
very small correlation on the personal and social competencies. Teacher’s assessment,
evaluation, and performance appraisal in terms of personal and social competencies are
showed a very small correlation scale equivalent. Meaning that these qualities of teachers
were entrenched traits of teachers but not necessarily mean that they are useful for teaching
performance because it is based on the prescribed criteria in Teacher’s Assessment,
Evaluation and Performance Appraisal System for Teachers (TAEPAST). As concluded, the
null hypothesis that there is no significant relationship between the profile of the teacher and
the teaching functions and the level of their performance was partially upheld.
On the other hand, on the proficiency of teachers, as reflected by the study entitled
“Level of Proficiency of Public Elementary Schools in the City Division of Balanga,
spearheaded by Tablan (2008), revealed that on the level of proficiency of elementary
schools, generally, the pupil development of school was very good since almost 90%
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prioritized pupil development. In the same manner, staff development, curriculum
development, physical facilities, and monitoring and evaluation were very good. Overall, the
level of proficiency of elementary schools was very good. On the effect of school community
related factors on level of proficiency of elementary schools, generally, a very small positive
correlation and not significant relationship of teacher-pupil ratio on the level of proficiency
of elementary schools showed that teacher-pupil ratio attained in most schools could not in
any way affect the programs in pupil development, staff development, curriculum
development, physical facilities development, and monitoring and evaluation of the schools.
On the average, the very small negative correlation and the significant result between the
level of proficiency of elementary schools and textbook-pupil ratio affect the programs on
pupil development, staff development and physical facilities development. In general, a very
small positive correlation and significant result in level of proficiency of elementary schools
is due to location of school. Significant result appeared as to the physical facilities of schools.
To sum up, a very small negative correlation and not significant result in the level of
proficiency of elementary schools was due to classification of schools. In summary, a
significant result with a very small positive correlation in physical facilities was found
significant to the level of proficiency of elementary schools. Generally, a not significant
result and a very small negative correlation were manifested in the level of proficiency of
schools as to teacher trainings. By and large, the fiscal management of schools elicited a very
small negative correlation and not significant result on the level of proficiency of elementary
schools. Conclusively, a very small positive correlation and not significant result was seen as
to effect of supervisory practices on the level of proficiency of elementary schools.
Generally, a not significant result emanated and a very small negative correlation of
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community relations to level of proficiency of elementary schools appeared. It was
concluded that six (6) out of nine (9) variables have no significant effect on the level of
proficiency of elementary schools, these included teacher-pupil ratio, classification of school,
trainings of teachers, fiscal management, supervisory practices and community relations. The
three (3) other variables significantly affect the level of proficiency of elementary schools
namely, textbook-pupil ratio, location of school, and physical facilities. These, therefore,
became the basis to partially accept the tested lone null hypothesis that the school community
related factors do not affect the level of proficiency of elementary teachers.
Accordingly, Estrella (2010), magnified in the study entitled “Personality and Work
Values of Faculty Members at Columban College” that on the personality trait of the faculty
members, the result of 16 PF personality test revealed the following: instructors have high
range of being warmth, reasoning, being emotionally stable, dominance, liveliness, rule-
consciousness, social boldness, sensitivity, and abstractedness. On the other hand, a low
range was found on vigilance, privateness, apprehension, openness, self-reliance,
perfectionism, and tension. On the work values of faculty members, the respondents value
discipline, creativity, integrity, and patience as important. On person-related factors and work
values of the faculty members, age was found to establish a negative relationship to work
values, whereas, years of teaching experience, gender, civil status, and educational attainment
were found to be insignificant. The personal-related factor was found to establish a multiple
correlation r of 0.596 and a coefficient of determination of R = .356. Hence, the null
hypothesis stating no relationship between person-related factor and work values of the
faculty were hereby rejected. On personality trait and work values of the faculty,
abstractedness and tension show significant relationship to work values and the rest were
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found to be insignificant. It was concluded that there was a significant relationship between
the person-related factor of the faculty members especially on their age and work values.
Also, there was no significant relationship between personality trait and work values of the
faculty members. But it was revealed that of all the personality trait only abstractedness and
tension shows significant relationship on work values.
A study on “Emotional Intelligence and Teaching Competencies of Bataan
Montessori School Faculty,” was investigated by Taculog (2006) found out that on the level
of emotional intelligence of Bataan Montessori School faculty members in terms of
intrapersonal, interpersonal, and adaptability, stress management, and general mood, it was
deemed to have very satisfactory rating. Generally, the emotional intelligence of the faculty
members was rated very satisfactory. On the level of teaching competencies of the faculty
members, these were rated outstanding, while decision-making was recorded a very
satisfactory rating. A significant difference was found between the emotional intelligence and
the level of teaching competencies of the faculty members. It was also revealed that when
taken in combination, interpersonal and general mood serve as the best predictors in the level
of teaching competencies. It was followed by adaptability and general mood aspects of
emotional intelligence as recorded. And when taken singly, the study revealed that general
mood EQ serves as the best predictor among the aspects of emotional intelligence which
influences the level of teaching competencies. The following were concluded: faculty
members of Bataan Montessori School were rated very satisfactory in their emotional
intelligence; the teachers are doing well in the jobs as attested by their commendable attitude
in molding the learners, however, decision-making needs to be improved; emotional
intelligence was found to have significant relationship on teaching competencies, therefore,

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when the emotional intelligence is high, consequently, the level of teaching competencies
also increases likewise teachers are not only cognitively intelligent but also emotionally
competent; and faculty members always look at the brighter side of life and maintain a
positive attitude even in the face of adversity and negative feelings.
Considerately, the findings of the study “Teachers' Profile, Competencies, and
Academic Achievement in Science and Technology III in Selected Public High Schools in
Bulacan” by Acosta (2002), revealed that while teachers were perceived as competent by
their students and administrators, the criteria by which their competence were being
evaluated in school did not reflect all the specific minimum competencies that they were
supposed to possess in relation to what their students were expected to have learned in order
to perform well in the standardized achievement test. The null hypothesis that there was no
significant difference between the perceptions of the administrators and students on the
teachers’ level of competency in Science and Technology III was rejected. The low level of
academic achievement of students in Science and Technology III despite the perceived high
level of competency of their teachers implies that the latter have not been effective in
attaining their instructional objectives. The null hypothesis that there was no significant
relationship between the profile of the teachers and their competency in Science and
Technology III was rejected with respect to the relevant trainings and seminars they have
attended. However, the null hypothesis was not rejected with respect to age, gender, civil
status, educational qualifications, length of relevant teaching experiences, and length of
service. The null hypothesis that there was no significant relationship between teacher
competency and students’ level of academic achievement in Science and Technology III was
rejected with respect to the teachers’ knowledge of the subject matter and their teaching
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strategies. The null hypothesis was not rejected with respect to communication skills, use of
instructional aids and materials and classroom management and discipline. The teachers’
attendance in relevant trainings and seminars appears to be a key factor in improving the
students’ level of academic achievement, the former, being a significant determinant of
teacher competency.
Having relation is the study “Relationship Between Profile, Teaching Competencies,
and Effectiveness of Science and Technology Teachers” by Trine (2011) that in the analysis
of the level of competencies of the teacher-respondents as described by personal-social
competency, intructional competency, professional competency, and technical competency
were all rated as 5 or always. On the performance level of the students based on the report of
the Department of Education, Culture, and Sports, Division of Bataan, reflected by the result
of achievement test of high school students for the school year 1999-2000, the students have
a level of performance rated as 4 or very satisfactory in the minimum competencies for high
school. On the relationship between the profile variables and teaching competencies as
described by educational qualification, years of teaching experience, in-service trainings,
commitment, and performance rating, a no significant relationship was found. On the
relationship between teaching competencies and effectiveness as measured by the
performance level of students in division achievement test, a no significant relationship was
found. As concluded, the level of competencies of the science and technology teachers in the
Division of Bataan in terms of personal-social, instructional, professional, and technical is 5
(always competent); the the performance level of the students in science and technology is
classified as very satisfactory; there is no significant relationsjip between teaching
competencies and educational qualifications, years of teaching experience, in-service

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education, commitiment, and performance; and teaching competencies are not significantly
related to the effectivenees as measured by the performance level of students in the division
achievement test.
On the other hand according to the study conducted by Diaz (2003) entitled
“Influence of Management Skills and Conflict-Handling Styles of Administrations on Job
Performance and Satisfaction of Teachers in selected Private Elementary School in
Paranaque City,” as cited by Roque (2009), found out that an organization requires people to
work together and to communicate with one another. Also the school, public or private is an
organization composed of people interacting with one another. These people are similar in
some ways but are different in personalities, perceptions, views, set of values, attitudes,
beliefs, resources, and experiences. On the level of importance of management skills needed
in the implementation of NSEC, the secondary principals perceived the nine skills as very
important to them. Arranged according to their level of importance, these are skills in
organizing, managing fiscal resources and properly, evaluating, coordinating, planning,
directing, research, controlling, and reporting. The classroom teachers perceived five (5)
skills as very important in the implementation of NSEC. These are skills in planning,
coordinating, research, organizing, and reporting. Four skills were deemed important and
these are skills in directing, evaluating, controlling and managing fiscal resources
and properly.
Asuncion (2001) conducted a study entitled: “Professional Preparation and
Management Skills of Secondary School Heads in the Division of Romblon,” as was cited by
Roque (2009). The following were the findings: conceptual and technical skills under
management are significantly related with educational qualifications of secondary heads

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under .05 level of significance; human relation skills under management significantly
influenced performance rating of secondary school heads; and rapport as one concept of
human relation skills is always demonstrated by secondary school heads.
The commonality of the previous studies both foreign and local and the present
studies are only on classroom management and how it affects the behavior and performance
of the students while the present study focus to determine the classroom management skills
of the teachers and if classroom management skills of the respondents differ when
they are grouped differently.
Conceptual Framework
The study used the Input – Process – Output Approach. The Figure below shows how
it will be conducted.
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INPUT PROCESS OUTPUT
Figure 1
The Paradigm of the Study
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Figure 1 illustrates the conceptual framework of the study which equated with the
system that is composed of the essentials of the input, process, and output.
The input shows the profile of the respondents in terms of their age, gender, civil
status, educational attainment, and length of service; the respondents’ classroom management
skills in terms of organizational plan, scheduling, record keeping, physical environment,
discipline, and establishing routine were included; and the significant differences of
classroom management skills and the profile of the respondent and the implication of the
findings of the classroom management skills of the public high school teachers of Lubao,
Division of Pampanga.
On the other hand, the process frame included the data gathering device which is the
questionnaire and the statistical tools used for data analysis that include frequency,
percentage, ranking and weighted mean, T-test and F-test.
And on the last frame which is the output, the expected outcome of the study which is
the improvement of the classroom management skills of the teachers was the goal of the
study.
Hypothesis
To provide definite directions and to place the study in clear intensions, this inquiry
tests the null hypothesis:
There is no significant difference on the classroom management skills of the
respondents when they were grouped as to age, gender, civil status, educational attainment,
and length of service.

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Definition of Terms
In order to establish a common understanding of the terms used in this study, the
following are defined.
Classroom Management Skills. As applied in this study, these refer to the skills of the
teachers that are composed of organizational plan, scheduling, record keeping, physical
environment, discipline, and establishing routine.
Discipline. As for the study is concerned, this is the strategy of teachers in controlling
students’ behavior in the class.
Division of Pampanga. One of the four division offices of the Department of Education in the
province of Pampanga.
Integrated School. This refers to the public schools that offer secondary education but the
jurisdiction or management is in the hand of the elementary principal or supervisor.
Lubao. It is the locality of the teachers being included as respondents of the study. It is one of
the municipalities of Pampanga located at the Second District.
Organizational planning. As applied in the study, this refers to the preparation and planning
of the activities inside the classroom, rules and regulations, time allotment and materials for
the achievement of goals.
Public High School Teachers. This refers to the respondents of the study, particularly those
teaching in the public secondary educational institution.
Physical environment. As implied in the study, it is the conducive, child-friendly, and
learning-enforced environment or set-up of the classroom that facilitate holistic and optimum
learning opportunities.
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Record keeping. As the study is concerned, it involves the compiling, conglomerating, and
organizing of important records or documents of students’ progress and school files of the
teachers.
Routines. As used in the study, these are the established day-to-day activities and tasks of
both teachers and students in reinforcing learning and good behavior in education.
Scheduling. As the term used in the study, it involves the organization of schedules of time
allotted for different activities in the classroom to be done in a particular school year.
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Notes in Chapter 2
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488 May 2008. Retrieved at http://eric.ed.gov/?q=classroom+management+skills&pg=3&id=
EJ812883. Retrieved on March 5, 2014.
Reglin, Gary et al. (2012). The Effect of a Professional Development Classroom

Management Model on At-Risk Elementary Students' Misbehaviors. Education, v133 n1 p3-
18 Fall 2012. Retrieved at http://eric.ed.gov/?q=classroom+management+skills&id=
EJ996967. Retrieved on March 5 2014.
Koki, Stan with L. David van Broekhuizen and Denise L. Uehara (2000). Prevention
and Intervention for Effective Classroom Organization and Management in Pacific
Classrooms. Retrieved at http://eric.ed.gov/?id=ED451137.
Toprakci, Erdal (2012). Rethinking Classroom Management: A New Perspective, a

New Horizon. Retrieved at http://eric.ed.gov/?q=classroom+management&id =ED538969.
Retrieved on August 25, 2013. Published Research.
Oliver, Regina M.; Wehby, Joseph H. and Reschly, Daniel J. (2011). Teacher
Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior. IL,
USA: Society for Research on Educational Effectiveness (SREE), 2011. Retrieved at
http://eric.ed.gov/?q=classroom+management&id=ED519160. Retrieved on August 25,
2013. Published Research.
Holt, Chuck; Hargrove, Pauline; and Harris, Sandra (2011). An Investigation into the
Life Experiences and Beliefs of Teachers Exhibiting Highly Effective Classroom
Management Behaviors in Rural Schools. MD, USA: Rowman & Littlefield. Teacher
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Education and Practice, 2011. Retrieved at http://eric.ed.gov/?q=classroom+management

&id=EJ917661 and http://search.proquest.com//docview/734624618 Retrieved on August 25,
2013. Published Research.
Chafouleas, Sandra M. et al. (2012). An Evaluation of a Classwide Intervention

Package Involving Self-Management and a Group Contingency on Classroom Behavior of
Middle School Students. Journal of Behavioral Education, v21 n1 p34-57 Mar 2012.
Retrieved at http://eric.ed.gov/?q=classroom+management+skills&pg=4&id=EJ957050.
Retrieved on March 5. 2014.
Ratzburg, Susan A. (2010). Classroom Management and Students' Perceptions of

Classroom Climate. MI, USA: ProQuest LLC, 2010. Retrieved at http://eric.ed.gov/?q=
classroom+management&pg=2&id=ED522200. Retrieved on August 25, 2013. Published
Research.
Giallo, Rebecca and Emma Little (2003). Classroom Behaviour Problems: The
Relationship between Preparedness, Classroom Experiences, and Self-efficacy in Graduate
and Student Teachers. Australian Journal of Educational & Developmental Psychology. Vol.
3, 2003, pp 21-34: RMIT University, Australia.
Wubbels, Theo (2011). An International Perspective on Classroom Management:

What Should Prospective Teachers Learn? PA, USA: Routledge. Teaching Education, 2011.
Retrieved at http://eric.ed.gov/?q=classroom+management&id=EJ924715. Retrieved on
August 25, 2013. Published Research.
Ikoya, Peter Onotevure and Akinseinde, Samuel I. (2010). Classroom Management

Competencies of Intern-Teachers in Nigeria Secondary Schools. LA, USA: Behavioral
Research Press. Educational Research Quarterly, 2010. Retrieved at http://eric.ed.gov/?q=
classroom+management&pg=4&id=EJ901832. Retrieved on August 25, 2013. Published
Research.
Ben-Peretz, Miriam; Eilam, Billie and Landler-Pardo, Gabi (2011). Teacher

Education for Classroom Management in Israel: Structures and Orientations. PA, USA:
Routledge. Teaching Education, 2011. Retrieved at http://eric.ed.gov/?q=class
room+management&id=EJ924719. Retrieved on August 25, 2013. Published Research.
Martin, Nancy K.; Yin, Zenong and Mayall, Hayley (2006). Classroom Management
Training, Teaching Experience and Gender: Do These Variables Impact Teachers' Attitudes
and Beliefs toward Classroom Management Style? Online submission on February 2006.
Retrieved at http://eric.ed.gov/?q=classroom+ management&pg=4&id=ED494050. Retrieved
on August 25, 2013. Published Research.
Abu-Tineh, Abdullah M.; Khasawneh, Samar A. and Khalaileh, Huda A. (2011).

Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools. CA, USA:
DINALUPIHAN CAMPUS
Dinalupihan, Bataan
Sage Publications. Management in Education, 2011-Oct. Retrieved at http://eric.ed.gov/?q=

classroom+management&id=EJ945592. Retrieved on August 25, 2013. Published Research.
MacSuga, Ashley S. and Simonsen, Brandi (2011). Increasing Teachers' Use of

Evidence-Based Classroom Management Strategies through Consultation: Overview and
Case Studies. VA, USA: Council for Children with Behavioral Disorders. Council for
Exceptional Children. Beyond Behavior, 2011. Retrieved at http://eric.ed.gov/?q=classroom+
management&pg=3&id=EJ958711. Retrieved on August 25, 2013. Published Research.
Garrett, Tracey (2008). Student-Centered and Teacher-Centered Classroom

Management: A Case Study of Three Elementary Teachers. TX, USA: University of Houston,
College of Education. Journal of Classroom Interaction, 2008. Retrieved at
http://eric.ed.gov/?q=classroom+management&pg=3&id= EJ829018. Retrieved on August
25, 2013. Published Research.
Allen, Kathleen P. (2010). Classroom Management, Bullying, and Teacher Practices.

University of Rochester. The Professional Educator, Volume 34, No. 1, Spring, 2010.
Trias, Michael V. (2007). Classroom Management of Secondary Teachers in the

University of Visayas and Their Implication to Students Learning. Cited by Naguiat (2011).
Varon, Vicente M. (2007). The Study of Teaching Strategies and Classroom

Management in Large Class: Success, Problems, and Solutions in Negros Occidental High
School. Cited by Naguiat (2011).
Bambico, Jayson M. (2006). Classroom Management in Secondary Schools: A Study

of Student-Teachers Successful Strategies. Cited by Naguiat (2011).
Naguiat, Marietta E. (2011). Common Classroom Management Practices of Teachers

in the Public Elementary Schools in the District of Hermosa. Master Thesis, Bataan
Peninsula State University, April 2011.
Jimenez, Martin S. (2005). Research Techniques for Effective Classroom

Management for a Year-Round. Retrieved at http://www.nea.org/tools/Classroom_
Management.html. Cited by Naguiat (2011).
Dela Cruz, Cristina Q. (2000). Classroom Management: Its Relation to Teaching

Efficiency of the Faculty of Colegio de Kidapawan. Cited by Naguiat (2011).
http://www.adprima.com/managing.htm.
Vitanzos, Anabeth Lopez (2013). Teachers’ Empowerment and Organizational

Development in the Second District of Bataan. Master Thesis, Bataan Peninsula State
University – Main Campus, March 2013.
DINALUPIHAN CAMPUS
Dinalupihan, Bataan
Sanchez-Enriquez, Charity (2013). Faculty Preparedness Vis-À-Vis Quality

Contribution Evalutaion (QCE) in Functional Areas of the Institution: Basis for Sustainable
Faculty Development Program. Dissertation, Bataan Peninsula State University – Main
Campus, March 2013.
Alegado, Susan Ongoco (2010). Predictors of Faculty Performance at the Bataan

Peninsula State University. Dissertation, Bataan Peninsula State University – Main Campus,
March 2010.
De Jesus, Fredeliza S. Correlates of Performance of Public Elementary Teachers in

the Division of Bataan. Master’s Thesis, Bataan Polytechnic State College – Bulacan State
University Graduate Studies Consortium, March 2002.
Palmares, Karen Constantino (2009). Teaching Functions Vis-À-Vis Teacher’s

Performance. Master Thesis, Bataan Peninsula State University – Main Campus, March
2009.
Tablan, Merlinda T. (2008). Level of Proficiency of Public Elementary Schools in the

City Division of Balanga. Master Thesis, Bataan Peninsula State University – Main Campus,
February 2008.
Estrella, Jonathan O. Personality and Work Values of Faculty Members at Columban

College. Master Thesis, Bataan Peninsula State University – Main Campus, March 2010.
Taculog, Al Bryan T. Emotional Intelligence and Teaching Competencies of Bataan

Montessori School Faculty. Master’s Thesis, Bataan Peninsula State College– Main Campus,
May 2006.
Acosta, Mina Gracia I. Teachers' Profile, Competencies, and Academic Achievement

in Science and Technology III in Selected Public High Schools in Bulacan. Master’s Thesis,
Bulacan State University, May 2002.
Trine, Maruja Dela Rosa. Relationship Between Profile, Teaching Competencies, and
Effectiveness of Science and Technology Teachers. Master’s Thesis, Bataan Polytechnic State
College – Bulacan State University Graduate Studies Consortium, March 2001.
Roque, Julieta S. (2009). Influence of Management Skills of School on Teachers’

Performance in Secondary Public High Schools in the Second District of Pampanga.
Master’s Thesis, Don Honorio Ventura College of Arts and Trades. Bacolor, Pampanga, May
2009.
DINALUPIHAN CAMPUS
Dinalupihan, Bataan
Chapter 3
METHODS OF RESEARCH
This chapter presents the method and technique of the study, research locale,
population of the study, data collection, data processing and statistical treatment, and
validation of the instrument that has been used in the present studies.
Methodology
This study aimed to determine the classroom management skills of public high school
teachers in Lubao, Division of Pampanga using the descriptive method of research.
According to Aquino (2006), descriptive method is to describe systematically a
situation or area of interest factually and accurately. Descriptive research goes beyond mere
gathering and tabulation of data. It involves the element or interpretation of the meaning of
significance of what is described. The description is often combined with comparison and
contrast involving measurement, classification, interpretation and evaluation.
Best (2006), added that descriptive method describes and interprets what is. It deals
with the relationships between variables, testing of hypotheses and the development of
generalizations, principles, and theories that have universal validity.
As for gatect.org (2011), descriptive research does not fit neatly into the definition of
either quantitative or qualitative research methodologies, but instead it can utilize elements of
both, often within the same study. The term descriptive research refers to the type of research
question, design, and data analysis that will be applied to a given topic. Descriptive statistics
tell what is, while inferential statistics try to determine cause and effect. The type of question
66
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asked by the researcher will ultimately determine the type of approach necessary to complete
an accurate assessment of the topic at hand. Descriptive studies primarily concerned with
finding out "what is.”
For Tenejero (2011), descriptive studies aim to provide an accurate descriptive of a
situation or of an association between variables from which one can than make some
statements about certain group or population. Accuracy and reliability in their findings,
descriptive studies of ten require quantitative measures for variables under investigation, as
well as sufficient number of cases or unit for data collection and analysis.
More so, Ary, et al. (2010) shared that survey research or also called descriptive
research uses instruments such as questionnaires and interviews to gather information from
groups of individuals. Surveys permit the researcher to summarize the characteristics of
different groups or to measure their attitudes and opinions toward some issue.
Population of the Study
The study was conducted to 260 public secondary teachers from 10 public secondary
schools in Lubao, Division of Pampanga during School Year 2013-2014. The subsequent
table on the next page shows the total population of the study.
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Table 1
Frequency and Percentage Distribution of the Respondents
School Frequency Percentage

Bancal Pugad Integrated School 3 1.15
Baruya National High School 15 5.77
Del Carmen High School 18 6.92
Lubao National High School 50 19.23
Remedios High School 26 10.00
San Jose Gumi Integrated High School 4 1.54
San Roque Dau National High School 58 22.31
San Vicente National High School 46 17.69
Sta. Cruz National Integrated High School 34 13.08
Sta. Teresa 2nd National High School 6 2.31
Total 260 100
As could be gleaned from the table above, Majority of them came from National High
School namely: San Roque Dau National High School obtained 22.31 percent of the
respondents; followed by Lubao National High School with a 19.23 percent of the
respondents; while 17.69 percent of the respondents came from San Vicente National High
School; and lastly Sta. Cruz National Integrated High School having 13.08 percent of the
respondents. On the other hand, the least percentage schools came from Integrated and
Coastal Schools namely: Sta. Teresa 2nd National High School having 1.54 percent of the
respondents; followed by San Jose Gumi Integrated High School having 1.54 percent of the
respondents; and lastly Bancal Pungad Integrated School having 1.15 percent of the
respondents which is the least densely populated of all the school in Lubao in terms of
number of teachers. This shows that majority of the respondents came from big high schools
in Lubao, where classroom management skills of teachers are always been challenged and
manifested due to the high numbers of students.

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Sampling Technique
The researcher used Universal Sampling Technique in selecting the respondents from
all the secondary schools in Lubao, Division of Pampanga. All the respondents were given
equal chances to be included as respondents of the study.
Research Instrument
The researcher used a questionnaire as the main tool in gathering the data needed.
Good (1971) as cited by Magsajo-Sarno (2010), defined questionnaire as a list of planned,
written questions related to a particular topic, with space provided for indicating the response
to each question, intended for submission to a number of for reply.
According to Ary, et al. (2010) a questionnaire is an instrument in which respondents
provide written responses to questions or mark items that indicate their responses.
The questionnaire was patterned to the predictors of classroom management
presented in the book of Bilbao (2006). Due to this, the questionnaire was divided into two
parts namely:
Part I . The Profile of the Respondents. This part of the questionnaire focused on the
demographic profile of respondents which include age, gender, civil status, highest
educational attainment, and length of service. The researcher believed that these variables
have something to do with the assessment of teachers’ classroom management skills.
Part II. The Classroom Management Skills of the Teachers. In this part of the
questionnaire, the classroom management skills practices being undertaken along with the
indicators: organizational plan, scheduling, physical environment, record keeping, discipline,
and establishing routine as practiced by the teachers themselves were included.

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Preparation and Validation
After a series of research in the preparation and validation of instrument, the draft of
the questionnaire was presented to the thesis adviser for suggestion and improvement.
Dry run was administered among the teachers of Diosdado Macapagal Memorial
High School at the Floridablanca, Pampanga. Then the questionnaire was distributed to the
identified 260 public secondary teachers of Lubao, Division of Pampanga during the school
year 2013-2014.
The researcher secured a written permission from the school division superintendent
through the district supervisor to conduct the study and distribute copies of the questionnaire.
The researcher personally administered the questionnaire to respondents. The questionnaire
was retrieved from the respondents and subjected for interpretation by the researcher. The
researcher was only able to retrieve 260 out of 270 respondents having 97 percent of the
retrieval rate. The reason why the 10 or 3.70 percent of the respondents was not able to
answer or complete the questionnaire is that they were absent and on leave because of
sickness, pregnancy, or traveling for an official business.
Data Processing and Statistical Treatment
There were only 260 out of the 270 teachers in the Lubao, Division of Pampanga who
are involved in the study. The researcher tallied and tabulated the data manually. The data
and information that has been gathered from the questionnaire were treated using the
following statistical tools.
1. Frequency. It was used to determine the number of the respondents with the response to
the item.
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2. Percentage. It is the rate per hundred in which is obtained by dividing the total number of
the respondent’s responses.

Formula:
Where: P = percentage
F = frequency
N = number of respondents
3. Weighted Average Mean. It is used to arrive at a verbal description of each of the items in
all the five indicators.

Formula:
Where: WM = Weighted Mean

TWF = Total Weighted Frequency
N = number of respondents
The scale on the next page was taken from Likert in treating the perception of the
respondents on the classroom management skills of high school teachers.
Scale Description
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes
1.80 – 2.59 Rarely
1.00 – 1.79 Never
4. T-test is used to determine significant difference between two groups of means.

Formula:
Where: X1 = average of mean of the first group

X2 = average of mean of the second group
SS1 = sum of square of the first group
Formula:
SS1 =
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SS2 = sum of square of the second group
Formula:
SS2 =
N1 = number of cases of the first group

N2 = number of cases of the second group
5. F-test or Analysis of Variance (ANOVA) is used to test the significant difference of the
means of three or more independent samples.
Formula:
Where: S12 = sum of square divided by the degree of freedom of the treatment
variable
2
S2 = sum of square divided by the degree of freedom of the error
Variable
Formula:
Totss = SSt + SSE

SSt = Totss – SSE
SSE = Totss – SSt
Where:
SSt = sum of squares of the treatment variable

SSE = sum of square of the error variable
MS = mean square for treatment variable
MSE = mean square for error variable
Totss = Total sum of squares
Notes in Chapter 3
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Sevilla, Consuelo G. et. al. (1992). Research Methods. Quezon City: Rex Book Store,
Inc.
Aquino, Gaudencio V. (2006). Fundamentals of Research. Mandaluyong City: Cacho
Hermanos, Inc.
Best, John W. and Kahn, James V. (2007). A Look at Research in Education, 10th and
Philippine Edition. Singapore : Pearson Education South Asia Pte. Ltd.
cc.gatech.edu (2011). Questionnaire Design. Retrieved at http://www.cc.gatech.edu/

classes/ cs6751_97_winter/Topics/quest-design/. Retrieved 8-5-11.
Tejero, Erlinda G. (2011). A Simplified Approach to Thesis and Dissertation Writing.

Mandaluyong City: National Book Store.
Ary, Donald et al. (2010). Introduction to Research in Education 8th Edition. Belmont,
CA, USA: Wadsworth, Cengage Learning.
Firmin, Michael W. (2008). Unstructured Interview. In L. Given (Ed.), The Sage

Encyclopedia of Qualitative Research Vol. 2 (p. 907). Thousand Oaks, CA: Sage
Publications.
Magsajo, Erlinda G. (2010). Tips and Techniques in Writing Research. Quezon City:
Rex Book Store, Inc.

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BATAAN PENINSULA STATE UNIVERSITY 1

THE PROBLEM AND ITS SETTING

Management is very important in every institution without it no institution can able to

school as an educational institution, it is inevitable to have a good management practice in

order to fulfill its desired goals.

learning process. As an organization, it composes of different personnel or members working

expected to uphold the professional standard of teaching profession by manifesting a genuine

enthusiasm and pride in their calling.

good classroom managers; and know how to provide instruction.

discipline so as to bring forth a favorable and enjoyable learning environment. Effective

classroom management is the term educators use to describe methods of preventing

stress and eventually lead to individuals leaving the teaching profession.

Public educational institution in the Division of Pampanga is committed in providing

provide these opportunities.

Since a well-managed classroom environment is a prerequisite of an effective

of public secondary teachers in Lubao, Division of Pampanga.

Statement of the Problem

Specifically, the study sought to answer the following questions:

1. How may the profile of the respondents be described as to:

1.3 Civil status;

1.4 Highest educational attainment; and

1.5 Length of service?

2.2 Organizational plan;

2.3 Record keeping;

2.4 Physical environment;

2.5 Discipline; and

2.6 Establishing routine?

3. Is there significant difference on the classroom management skills of the respondents

when they were grouped as to:

3.3 Civil status;

3.4 Highest educational attainment; and

3.5 Length of service?

4. What is the implication of the findings to the classroom instruction?

Significance of the Study

in order to facilitate and maximize learning and to secure a safety environment, it is

great help to the following:

support one another for their own improvement.

potentials can be developed to the fullest.

Scope and Delimitation

in terms of organizational plan, scheduling, record keeping, physical environment, discipline,

and establishing routines.

Jones, Gareth R. and Jennifer M. George (2006). Contemporary Management. New

Zulueta, Francisco M. (2006). Principles and Methods of Teaching. Mandaluyong

Corpuz, Brenda B., and Gloria G. Salandanan (2007). Principles of Teaching 1.

Salandanan, Gloria G. (2007). Elements of Good Teaching. Quezon City: Lorimar

Meador, Derrick (2013). Classroom Management 5 Effective Classroom Management

Kelly, Melissa (2013). Definition of Classroom Management. Website copyright by

valuable information in enhancing the present study.

and balance theory.

effectiveness of their performance.

and also criteria of what is expected to achieve for the students.

when play different roles.

and learning cannot take place in a poorly managed classroom.

maintaining a harmonious balance of sentiments is implicit goal in interaction with other

reacts to other people.

A key concept in the theory is ''sentiments''. Sentiments are positive or negative

unacceptable behavior likewise teachers need to recognize and reward

different principles needed in order to establish a harmonious relationship between the