000			03590nam a22001817a 4500
003			OSt
005			20250321143713.0
008			250321b |||||||| |||| 00| 0 eng d
040			_cNVSU
100			_aAttam, Marry Jane L.
245			_aTeaching strategies and classroom management approaches of newly hired teachers: basis for competency enhancement program/ _cMarry Jane L. Attam
260			_aBayombong: _bNueva Vizcaya State University, _c2021.
300			_axii, 201 leaves : _bcolored illustrations ; _c28 cm.
500			_aThis 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.
500			_aThesis (Master of Education - Educational Administration)
504			_aIncludes appendices and bibliographical references.
942			_2ddc _cTH _n0
999			_c336 _d336