Classroom management style preferences and problems of male public elementary school teachers/
Viloria, Ryan Romero
Classroom management style preferences and problems of male public elementary school teachers/ Ryan Romero Viloria - Bayombong: Nueva Vizcaya State University, 2009. - xii, 122 leaves : illustrations ; 28 cm.
This study focuses on the Classroom Management Style Preferences and Problems of Male Public Elementary School Teachers. The respondents were 125 male teachers from public elementary schools in Nueva Vizcaya
The descriptive-correlation method of research was used in this study, with the questionnaire as main data-gathering instrument. The questionnaire was divided into three parts 1) profile indicators, 2) classroom management style preference, and 3) classroom management problems checklist. The study employed the following statistical: frequency counts, mean, percentages, correlation, t-test and f-test, and Post hoc test employing Scheffe method to identify which pair/s is/are significantly different. The Statistical Package for Social Sciences (SPSS) was used to generate the statistics output specified in the study
From the findings of the study, the following major conclusions were drawn:
Most of the respondents are young, married, receiving more than 10,000Php, occupying Teacher 1 or Teacher III, and rendered an average length of 9.82 years in service. On their educational background, they really decided to teach and took Bachelor in Education and upgraded their competency by taking courses leading to a Master's degree. Majority have more than 300 minutes teaching load with an average number of pupils ranging from 20-29 and were assigned in non-central schools. Their main reasonfor entering the teaching profession is 'own choice' and they enjoy their profession as teachers.
The major classroom management style preference of male teachers is authoritative.
Regarding the classroom management problems, the male teachers perceived physical condition of the room, routinary practices, and classroom disciplinary problems as 'not serious' while classroom behavioral problems were perceived as 'moderately serious'.
Whether the teacher preferred authoritative, authoritarian, laissez-faire or permissive style, the study found that preference had no bearing on the problems encountered by the male teachers.
Based on the findings and conclusions, the following are recommended: 1) Since most male teachers enjoy what they are doing in spite of the fact that most of them earn an average net monthly of P 7,400 they should be given some sort of incentive or promotion; 2) Male teachers should maintain and enhance their classroom management styles; 3) Male teachers should be vigilant in handling behavioral problems of their pupils; 4) Attendance to seminars, workshops and trainings to improve male teachers competence is encouraged; 5) Young teachers must be given assistance to improve classroom management styles with the help of older teachers, or through an orientation seminar for new teachers; 6) Teachers should assess their classroom management style, address the weak points and fit their styles to appropriate situations for the achievement of effective teaching-learning processes; 7) Administrator, peers as well as their pupils should assess the classroom management style preferences of their teachers periodically. Thesis (Master of Education - Educational Administration)
Includes appendices and bibliographical references.
Classroom management style preferences and problems of male public elementary school teachers/ Ryan Romero Viloria - Bayombong: Nueva Vizcaya State University, 2009. - xii, 122 leaves : illustrations ; 28 cm.
This study focuses on the Classroom Management Style Preferences and Problems of Male Public Elementary School Teachers. The respondents were 125 male teachers from public elementary schools in Nueva Vizcaya
The descriptive-correlation method of research was used in this study, with the questionnaire as main data-gathering instrument. The questionnaire was divided into three parts 1) profile indicators, 2) classroom management style preference, and 3) classroom management problems checklist. The study employed the following statistical: frequency counts, mean, percentages, correlation, t-test and f-test, and Post hoc test employing Scheffe method to identify which pair/s is/are significantly different. The Statistical Package for Social Sciences (SPSS) was used to generate the statistics output specified in the study
From the findings of the study, the following major conclusions were drawn:
Most of the respondents are young, married, receiving more than 10,000Php, occupying Teacher 1 or Teacher III, and rendered an average length of 9.82 years in service. On their educational background, they really decided to teach and took Bachelor in Education and upgraded their competency by taking courses leading to a Master's degree. Majority have more than 300 minutes teaching load with an average number of pupils ranging from 20-29 and were assigned in non-central schools. Their main reasonfor entering the teaching profession is 'own choice' and they enjoy their profession as teachers.
The major classroom management style preference of male teachers is authoritative.
Regarding the classroom management problems, the male teachers perceived physical condition of the room, routinary practices, and classroom disciplinary problems as 'not serious' while classroom behavioral problems were perceived as 'moderately serious'.
Whether the teacher preferred authoritative, authoritarian, laissez-faire or permissive style, the study found that preference had no bearing on the problems encountered by the male teachers.
Based on the findings and conclusions, the following are recommended: 1) Since most male teachers enjoy what they are doing in spite of the fact that most of them earn an average net monthly of P 7,400 they should be given some sort of incentive or promotion; 2) Male teachers should maintain and enhance their classroom management styles; 3) Male teachers should be vigilant in handling behavioral problems of their pupils; 4) Attendance to seminars, workshops and trainings to improve male teachers competence is encouraged; 5) Young teachers must be given assistance to improve classroom management styles with the help of older teachers, or through an orientation seminar for new teachers; 6) Teachers should assess their classroom management style, address the weak points and fit their styles to appropriate situations for the achievement of effective teaching-learning processes; 7) Administrator, peers as well as their pupils should assess the classroom management style preferences of their teachers periodically. Thesis (Master of Education - Educational Administration)
Includes appendices and bibliographical references.
