03590nam a22001817a 4500 OSt 20250321143713.0 250321b |||||||| |||| 00| 0 eng d NVSU Attam, Marry Jane L. Teaching strategies and classroom management approaches of newly hired teachers: basis for competency enhancement program/ Marry Jane L. Attam Bayombong: Nueva Vizcaya State University, 2021. xii, 201 leaves : colored illustrations ; 28 cm. This research aimed to determine the teaching strategies and classroom management approaches of newly hired teachers: basis for competency enhancement of district of Trece Martires City, Cavite. It determined the demographic profile of the respondents in terms of, age, sex, ethnicity, educational attainment, specialization, years of teaching, class size, class shift and grade level handled. It also determined the level of teaching strategies of the respondents in terms of: direct instruction/lecture method, inquiry method, problem solving method, inductive method, project method, cooperative learning, peer tutoring/peer teaching, blended learning, reflective learning, and constructivist approach; level of classroom management approaches adopted by the respondents in terms of assertive approach, business-academic approach, behavioral modification approach, group managerial approach, acceptance approach, success approach, alternative approaches /contingency approaches, general preventive measures, moderate preventive measures and humanistic preventive measures. Further, it determines the significant difference on the level of teaching strategies and classroom management approaches when grouped according to the demographic profile of the respondents, determine the significant relationship between the level of teaching strategies and classroom approaches of the respondents. The study employed the descriptive-inferential method. A total of 188 respondents were used as respondents of the study through a purposive sampling. A questionnaire which was validated by experts was used to gather the needed information. Data were statistically analyzed using frequency counts, percentage, mean, and correlation procedure to treat the data. To test the significant correlations, Pearson product moment correlation was used. The t-test and ANOVA were used for measures of differences between and among treatment means, test of relationships, and test of causes and effects if any. The different stated teaching strategies and classroom management approaches were always practiced by the teachers. The age, number of years in teaching and grade level of the respondents have an influence in electing teaching strategies and classroom management approaches. The teachers teaching strategies who used inquiry method, problem solving method, inductive method, cooperative learning, reflective learning, peer tutoring/peer teaching and constructivist approach have a great influence in the teacher classroom management approaches. Direct instruction/lecture method directly influence the behavioral modification approach, group managerial approach and acceptance approach used by the teachers. Blended learning directly influences classroom management approaches who used behavioral modification approach, approaches/contingency approaches and general preventive measures. Alternative. Thesis (Master of Education - Educational Administration) Includes appendices and bibliographical references. ddc TH 0 336 336 0 0 ddc 0 0 NVSUBAY NVSUBAY GS 2025-03-21 Donation 0 T At883t 2021 T917 2025-03-21 14:38:18 2025-03-21 TH