Classroom Management Practices of Public and Private Elementary Teacher: A Comparative Study
DOI:
https://doi.org/10.11594/assrj.01.04.10Keywords:
instructional techniques, classroom dynamics, conducive learning environment, professional development, teacher training, time managementAbstract
This study addresses the evident gap in comparative research by providing a detailed description and comparison of classroom management practices among public and private elementary teachers in Moncada, Tarlac. Focusing on dimensions of time management, conducive environment, instructional techniques, and classroom dynamics, it investigated whether significant differences exist between these groups, aiming to inform policy and improve interventions. The study employed a descriptive-comparative design, adapting a validated Teachers’ Classroom Management Questionnaire, and included 50 respondents 25 teachers each from Moncada South Elementary School and Moncada Catholic School. Demographic profiles, frequency counts, and statistical differences were systematically analyzed, with an independent samples Mann-Whitney U Test used to evaluate the significance of differences at α=0.05α=0.05. Results reveal that most Moncada South Elementary School teachers have 5 to 9 years of service, have attended three relevant trainings, and hold master’s degrees, while Moncada Catholic School teachers have similar years of service but usually attend more than five relevant trainings and hold bachelor's degrees. Both groups demonstrated excellent classroom management practices across all measured dimensions, and no statistically significant differences were found between public and private counterparts in time management, conducive environment, instructional techniques, or classroom dynamics. Given these outcomes, several actionable recommendations are proposed: launch targeted professional development programs with at least three workshops annually, focusing on differentiated instruction and technology integration; conduct quarterly collaborative training and peer demonstration sessions; implement mentorship for less-experienced teachers; facilitate annual benchmarking visits between schools; and establish a joint monitoring and evaluation system using standardized tools to sustain effective classroom management practices and ensure continual improvement.
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