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040			_cNVSU
100			_aJulian, Dino Paolo S.
245			_aManaging classroom5: practices, difficulties and the national achievement test performance of public elementary schools/ _cDino Paolo S. Julian
260			_a Bayombong: _bNueva Vizcaya State University, _c2015.
300			_axi, 80 leaves : _billustrations ; _c28 cm.
500			_aThe study determined the level of classroom management practices, difficulties and the National Achievement Test (NAT) performance of public elementary schools in Gamu District, Division of Isabela This research used the descriptive-inferential method in determining the association among teachers' classroom management practices, difficulties and the NAT performances of public schools in 2013 and 2014. This study was conducted during the second and third quarters of school year 2014-2015 in the fourteen (14) elementary schools in Gamu District utilizing 65 randomly selected teachers who served as respondents. A researcher-made questionnaire was used to gather pertinent data that substantiated the theme of this research. Mean and standard deviations were used to determine the levels of teachers' classroom management practices, difficulties and public schools NAT performances Pearson r was used to test the relationship between variables. F-test and Post Hoc test employing the Scheffe method were used to establish which pair/s is/are significantly different Teachers of Gamu District greatly practice the classroom management approaches in achieving effective classroom management. The problems on the classroom physicalconditions and routinary practices were perceived to be exceedingly severe problems that confront the classroom management of teachers of Gamu District. In general, the National Achievement Test (NAT) performance of public elementary schools in Gamu District for the years 2013 and 2014 is categorized as moving towards mastery. The classroom management approaches which were fairly utilized by the teachers were associated with the high performance of public schools in the National Achievement Test. The performance of public elementary schools in the National Achievement Test stood out to be independent from any classroom obstacles that hinder effective classroom management. The classroom obstacles met by the teachers could be properly controlled with the teachers' execution of appropriate classroom management practices Instructional and socioemotional-climate approaches to classroom management were the best approaches being practiced by the teachers.
500			_aThesis (Master of Education - Educational Administration)
504			_aIncludes appendices and bibliographical references.
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