Classroom Management Practices of Public Elementary School Teachers in District IV, San Carlos City Division

Abstract

Effective classroom management is essential in achieving quality education as it provides a structured and engaging environment where meaningful learning can take place. Teachers play a crucial role in ensuring effective classroom management through their organization, planning, and discipline strategies. This study aimed to determine the classroom management practices of public elementary school teachers in District IV, San Carlos City Division for the School Year 2024–2025. Specifically, it examined the extent of implementation of classroom management practices in terms of physical organization of the classroom environment, management of classroom activities, time management, management of learners’ behavior, and disciplinary interventions. The descriptive survey method was used, involving teachers and school heads from public elementary schools in the district. Data were gathered through a structured questionnaire and analyzed to identify similarities and differences in perceptions between the two groups, as well as the seriousness of problems encountered by teachers. Findings revealed that both teachers and school heads perceived classroom management practices as generally well-implemented, particularly in organizing classroom activities and managing learners’ behavior, while areas such as time management and disciplinary interventions needed further enhancement. The study concluded that effective classroom management remains a significant factor in ensuring a positive learning environment and improving instructional delivery. Based on the results, an action plan was proposed to strengthen the classroom management competencies of teachers and promote a more conducive and well-organized learning atmosphere in public elementary schools.