ISSN (E): 2305-9249
ISSN (P): 2305-9494
Effective teaching and learning process is directly or indirectly influence by organized classroom management. Proper classroom management paves the way for the teacher to engage more towards students learning. As observed many of our students in Simunul Municipality performed poorly in almost all subject areas. The researcher believed that classroom management is crucial in the teaching and learning process in the classroom. This study explores the teachers'perception on classroom management and its relation to select profile of the teachers and students academic performance.Descriptive survey design was used to determine the classroom management practices of 78 secondary school teachersin Simunul, Tawi tawi Philippines using Instructional and Behavioral Management Scale.Findings revealed that teachers' perceptions with regard to the concept of classroom management favored more on instructional management than behavioral management. The demographic variables did not significantly influence both behavioral and instructional management practices except for the monthly income which shows significant relationship to instructional management practices. Results also showed that Instructional and Behavioral Classroom Management Practices of teachers significantly affected with their monthly income,but not significantly related to the academic performance of Grade 10 students. From the results, it can be concluded that economic status of the teachers significantly influenced their classroom management practices. Thus, salary increase for the teachers, and other form of motivations or incentives are highly recommended.
Keywords:
Secondary School Teachers, Academic Performance, Classroom Management Practices
Citations:
Mastul, Al-Rashiff H. ; Hajilan, Prof. Kaberl O. Hajilan ; (2017); Secondary School Teachers' Classroom Management Practices: Their Implications for the Academic Performance of Grade 10 Students; Journal of Social Sciences (COES&RJ-JSS), Vol.6, No.3, pp:558-583 ; DOI: 10.25255/jss.2017.6.3.558.583.
