THE CLASSROOM MANAGEMENT PRACTICES OF BEGINNING TEACHERS IN SELECTED PRIVATE ELEMENTARY SCHOOLS IN 2ND DISTRICT OF QUEZON PROVINCE

This study aimed to determine the classroom management practices of the beginning teachers in the selected private elementary schools in the 2nd District of Quezon Province. This specifically determined the demographic profile of the teacher respondents in terms of age, gender; and civil status and found out the classroom management practices of the beginning teachers. This study helped the school administrators identify those characteristics that they determined to be most desirable in beginning teachers who are potential new hires for their institution. The researcher utilized the descriptive survey method of research applying the quantitative approach. Specifically, with the use of a self-devised questionnaire, which was reviewed and validated by experts. The frequency-percentage distribution, weighted arithmetic mean and Independent Samples t-Test were utilized as statistical tools to analyze the data. Results revealed that majority of the respondents were female, young adults and single. Younger beginning teachers do have significantly different views over older beginning teachers on the teacher factors as one affecting their classroom management. Beginning teachers strongly agreed on the use of classroom management practices pertaining to knowing the students, planning challenging lessons, utilizing optimal instructional strategies and evaluating lesson components but more so on creating a positive classroom environment. The beginning teachers' classroom management were more affected by teacher factors than the pupil factors and the school environment and it has significantly different views on evaluating lesson components only when they are grouped according to age and gender. Based on the findings of the study, a classroom management guide for beginning teachers in private elementary schools was developed to help their strategies in classroom management and to enhance their skills in handling their pupils in the classroom set-up. The findings of the study are used to formulate a classroom management guide for beginning teachers in private schools which will eventually help in the improvement of classroom management practices of the beginning teachers. It is recommended that series of scheduled training or seminarworkshop along with classroom management throughout the school year enhance the expertise or capabilities of the beginning teachers in utilizing the various strategies to explore the complexity of classroom management and personalized coaching to assess the beginning teachers in psychological reaction to managing behavior.