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Classroom Management Strategies
Education (CPE-201919)
University of Caloocan City
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CLASSROOM MANAGEMENT STRATEGIES AND THE EARLY
CHILDHOOD CARE AND DEVELOPMENT (ECCD) PERFORMANCE
OF KINDERGARTEN LEARNERS IN CALOOCAN
NORTH DISTRICT I
A Thesis Presented to The Faculty of the Graduate School University of Caloocan City Caloocan City
In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education Major in Educational Management
By Kristine Joyce F. Que October, 2022
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RECOMMENDATION FOR ORAL EXAMINATION
This thesis titled “CLASSROOM MANAGEMENT STRATEGIES AND THE EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) PERFORMANCE OF KINDERGARTEN LEARNERS IN CALOOCAN NORTH DISTRICT I” prepared and submitted by KRISTINE JOYCE F. QUE , in partial fulfillment of the requirements for the degree of Master of Arts Major in Educational Management, has been examined and is hereby recommended for oral examination.
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Adviser
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I hereby certify that this thesis titled “CLASSROOM MANAGEMENT STRATEGIES AND THE EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) PERFORMANCE OF KINDERGARTEN LEARNERS IN CALOOCAN NORTH DISTRICT I” is my own work and that, to the best of my knowledge and belief, it contains no material previously written or published by another person or organization nor any material which has been accepted for award and any other degree or diploma from a university or institution of higher learning, except where due acknowledgement is made thereof.
Furthermore, I declare that the intellectual content of this thesis is the product of my work although I have received assistance from others on the manner of organization, presentation, language, and style.
KRISTINE JOYCE F. QUE Date: __________________ Researcher
Attested by:
AdviserDate: _______________
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CERTIFICATE OF LANGUAGE EDITING
This is to certify that I have edited this thesis titled
“CLASSROOM MANAGEMENT STRATEGIES AND THE EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) PERFORMANCE OF KINDERGARTEN LEARNERS IN CALOOCAN NORTH DISTRICT I”
prepared by
KRISTINE JOYCE F. QUE
and have found it complete and satisfactory with respect to grammar and composition.
Language EditorUNIVERSITY OF CALOOCAN CITY Affiliation Date: _______, 2022
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potentials, and for her constant encouragement and motivation that inspired the researcher to finish this study against all odds; DR. FLORA D. DOMER, principal, of Cielito Zamora Memorial Elementary School, for the support to make this study possible by encouraging and contributing insights about the resource and allowing the researcher to float her questionnaire to the respondents and endorsement of researcher’s requirement for permit to study and enrolment for the MATG program. To all her friends and loved ones, for extending their assistance and encouragement; And above all, to ALMIGHTY GOD, for giving the researcher strength, wisdom, knowledge and understanding to complete this humble piece of work.
K.J.F.
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DEDICATION
To Papa and Mama my parents, who instilled in me the value of discipline; Showered me love, care and understanding. To baby name, my son, who is my inspiration, my light and guiding star, who provide understanding and love, who inspires my will to continue, this tiresome, though rewarding endeavor.
To Asawamo my husband, his limitless patience, encouragement, unselfish and priceless moral support. continuous and unconditional sacrifices of keeping and guiding my burning desire believing in my capabilities, understanding my shortcomings and loving me despite the ups and downs. I dedicate this cherished piece of work to all of them!
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TABLE OF CONTENTS
TITLE PAGE i RECOMMENDATION FOR ORAL EXAMINATION ii APPROVAL SHEET CERTIFICATE OF ORIGINALITY iiiiv CERTIFICATE OF LANGUAGE EDITING v ACKNOWLEDGEMENTS vi DEDICATION ix ABSTRACT TABLE OF CONTENTS xxiii LIST OF TABLES xvi LIST OF FIGURES xvii Chapter Page 1 THE PROBLEM AND ITS BACKGROUND 1 Introduction 1 Background of the Study 4 Statement of the ProblemHypothesis 89 Scope and Delimitation 9 Significance of the Study 11
2 REVIEW OF RELATED LITERATURE AND STUDIES 14 Learners Performance 14 Homeroom Guidance Program 31 Life Skills Development 45 Synthesis of the Reviewed Studies 47 Theoretical FrameworkConceptual Framework 5255 Definition of Terms 59 3 RESEARCH METHOD AND METHODOLOGY Research DesignPopulation and Sample Size Research Instrument Validation of Research Instrument Data Gathering Procedure
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Statistical Treatment 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary of Findings Conclusions Recommendations BIBLIOGRAPHY APPENDICES A. Letter to the Respondents for the Administration of the Survey Questionnaire / Survey Questionnaire B. Learning Resources Management and DevelopmentSystem Evaluation Tool C. Letter Request to Validators and Certificate of Validation of the Survey Questionnaire A. Letter of Indorsement for Permit to Conduct Study B. Letter Request to the Schools Division SuperintendentFor Administration of the Survey Questionnaire C. Approval and Endorsement of the Schools Division Superintendent for Administration of the Survey Questionnaire D. Letter Request to the Principal to Conduct Study CURRICULUM VITAE
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LIST OF FIGURES
TABLE PAGE
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction Classroom management is one of the most important dimensions of the teaching and learning process. It is believed that good classroom management helps establish an effective and conducive learning environment (Kubat & Dedebali, 2018); improve students’ learning outcome (Slater & Main, 2020); effectively deal with children who have behavioral issues (Zulkifli et al., 2019), and help reduce students’ disruptive behaviors in the classroom (Affandi et al., 2020). For these reasons, classroom management has become the frequent subject of research in the educational field (George et al., 2017), including in the EFL contexts (e., Habibi et al., 2018; Soleimani & Razmjoo, 2016). Consequently, although there are several evidence-based strategies highlighted by previous studies on classroom management, a little is discussed on disruptive behaviors of students and how it is being managed by kindergarten teachers. This study was conducted considering teachers should be aware of practices to overcome disruptive behaviors in the classroom in
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(Mertler, 2011). NCLB mandates 100 percent proficiency of all school children by 2014, which places increasing pressure on the educational community to find solutions to help all students pass standardized tests on reading, math, and English language arts. In the state of Georgia in 2012, one in ten 4th graders failed to pass the statewide standardized Criterion1 Referenced Competency Tests (CRCT) in reading and in ELA, and more than one in five failed to pass math (GDOE, 2013). Teachers, administrators, school districts, and state governmental agencies are keenly focused on meeting the looming NCLB mandates. One solution towards meeting NCLB mandates may be effective classroom management. Boynton and Boynton (2015) explained how ineffective classroom management skills can waste instructional time, reduce time-on- task, and interrupt learning environments. In addition to interrupting the classroom environment, if proper classroom management is not exercised, disruptive behavior by a few students can have a negative effect on teacher’s instruction, which can lead to other students joining-in and can cause students to question the abilities of their teacher (Braden & Smith, 2006; Rogers & Freiberg, 1994). For these reasons, it is important to study instructional and behavioral classroom management. In schools today, teachers are concerned about disciplining learners in ways that will remove the students from the learning
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environment, because when students are removed from the classroom environment, they are losing instructional time, which may result in learning gaps (Braden & Smith, 2006; Etheridge, 2010). According to Killiam (1998), disciplinary issues consistently rank as one of the largest concerns in America’s society. This may be attributed to the fact that discipline is handled in a different way today. In the past, learners may have been paddled for offenses. However, today, this type of discipline is seldom used in public schools. Due to societal changes over the past 100 years, schools have more behavior issues that affect the way a teacher manages the classroom (Etheridge, 2020). Previous studies in the field of classroom management have indicated that classroom disciplinary 2 issues today are worse than those in the past, which has impacted student achievement (Colavecchio & Miller, 2012; Barden & Smith, 2016; Etheridge, 2020). Therefore, the primary purpose of this study was to investigate whether classroom management strategies of Kindergarten teachers has something to do with Early Childhood Care and Development (ECCD) Performance of Kindergarten Leaners in Caloocan North District I.
Background of the Study Behavior problems in a classroom increase the stress levels for both the teacher and learners, disrupt the flow of lessons and conflict with both
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classroom and wider school ecology. It also has to be remembered that learners bring to school all sorts of concerns, distresses, reactions and patterns of behavior established, permitted and supported outside of the classroom itself. Thus, targeting a learner as ‘the problem’ may divert one’s attention from a careful examination of the classroom ecology or that of the wider school and the family and community environments within which the school is embedded.
However, in relation to classroom management strategies of teachers in kindergarten learners the homeroom guidance program is a revision of The Revitalized Homeroom Guidance Program (RHGP) from DECS ORDER No. 67, s. 1997 an also in consonance with DO 52, s. 1998 – Guidelines on the Implementation of the Revitalized Homeroom Guidance Program (RHGP) and the System of Rating and Reporting Student Performance Under the RHGP. The Homeroom Guidance Program, the RHGP seeks to develop the student’s personality in order to prepare him/her for his/her role in the family, the world of work, and the community.
The Office of Curriculum and Instruction (CI), through the Bureau of Curriculum Development (BCD), issues a document as basis for the Implementation of the Homeroom Guidance (HG) during Crisis Situation for SY 2021-2022. This document is a revision of the policy guidelines previously
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issued (DM-OUCI-2021-144 and DM-OUCI-2020-155). The current face-to- face classes has clearly affected the teaching and learning process that usually takes place in school. Certainly, our learners cannot avoid its impact in terms of their domains of development. While the Department has been responsive thru its Basic Education Learning Continuity Plan, it is crucial to cater to the life skills development of learners which will empower them to overcome the different challenges and adapt to the “new normal” brought about by the current crisis.
This is the rationale of this study. It aimed to make an in-depth analysis of the classroom management strategies of Kindergarten teachers has something to do with Early Childhood Care and Development (ECCD) Performance of Kindergarten Leaners in Caloocan North District I, in the hope to produce baseline data that served as the basis for the development of a proposed teachers training plan which will include the necessary skills, activities, and instructional strategies and method that the classroom teacher can utilize to increase the level of performance of learners in the specific domain.
Statement of the Problem The study aims to assess the classroom management strategies of Kindergarten teachers has something to do with Early Childhood Care and
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Course: Education (CPE-201919)
University: University of Caloocan City
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