Into the Classroom and Beyond: Classroom Management Practices of Primary Teachers in Blended Modality

AUTHOR(S)

ROLAND E. SISON, LPT MARIA BEATRIZ C. CAPINPIN, EdD

ABSTRACT

—— The study aimed to determine the extent of classroom management practices of primary teachers in the blended modality in terms of face-to-face and online classes along with personality, teaching, and discipline dimensions, as well as the challenges they encountered and their coping mechanisms. The study employed an exploratory sequential method under a mixed method research design as this is the most appropriate means to determine the extent of classroom management practices of primary teachers in blended modality, the challenges they encountered, and their coping mechanisms. The participants of the study were the 30 primary teachers from three private schools in the San Carlos City Division, and the data were collected through a questionnaire and an interview with each participant. The study revealed that most respondents are Gen Z teachers and mostly graduates with bachelor’s degrees. Moreover, the respondents lack international, national, and local training in classroom management in blended modality. Further, Google Classroom is the primary learning management system used by most schools. Additionally, the extent of classroom management practices of primary teachers in face-to-face classes and online is “Highly Practiced.” Moreover, there is no significant difference between the extent of classroom management practices of primary teachers in blended modality along with face-to-face and online classes. Therefore, the null hypothesis was accepted. The study concludes that primary teachers came across different challenges in blended modality, but despite the struggles, they were able to cope. Keywords — primary teachers, classroom, classroom management, practices, blended modality