Classroom Management Issues for Social Studies Teachers: Navigating Learners’ Behavior and Participation in General Santos City

Abstract

Effective classroom management is vital in Social Studies education as it fosters critical thinking, active engagement, and collaborative learning. This study explored the classroom management challenges faced by Social Studies teachers in the GSC South District of General Santos City Division, utilizing a descriptive and correlational research design. The respondents included 262 Social Studies teachers and learners, with data analyzed using the mean, standard deviation, and Pearson Correlation Coefficient (r). Findings indicate that teachers experience moderate challenges, particularly with lesson interruptions, task transitions, and time management. While disruptive behaviors occur, they are not severe, and electronic device misuse is minimal. Teachers sometimes struggle with enforcing rules consistently and handling behavioral issues due to limited training. Despite these challenges, learners generally exhibit positive behavior, including respect, self-control, punctuality, and rule compliance. They actively participate in class, collaborate well with peers, and take responsibility for their learning. Notably, no significant correlation was found between classroom management issues and learner behavior or participation, suggesting that other factors, such as teaching strategies, peer influence, and motivation, may have a stronger impact on engagement. To enhance classroom management and learner participation, schools should provide ongoing professional development, implement clear policies, utilize diverse teaching strategies, and foster a positive learning environment. Further research is recommended to explore additional factors influencing learner engagement and discipline.