A Relationship Of Teachers’ Classroom Management Practices and Their Teaching Satisfaction

AUTHOR(S)

GIRLIE JALUAG YABO SHEILA BULFA SOLEDAD-DALUMPINES

ABSTRACT

— This study explores the idea that classroom management is not only about maintaining order but also significantly influences teachers’ satisfaction in their teaching roles. It aims to determine the relationship between teachers’ classroom management practices and their teaching satisfaction within the context of secondary schools in Payao District, Zamboanga Sibugay. Through a descriptive-correlational research design, the investigation centers on how various classroom management strategies, encompassing discipline, teaching and learning approaches, and personal interactions, influence teachers’ overall job satisfaction. Survey data were collected from 100 secondary school teachers, providing insights into their classroom management practices and the resultant satisfaction in their teaching roles. The findings highlight a significant association between effective classroom management and heightened teaching satisfaction, emphasizing the critical role of a well-managed classroom environment in fostering teacher fulfillment. This study aimed to determine the relationship between teachers’ classroom management practices and their level of teaching satisfaction. A descriptive survey was used as the instrument to gather the perceptions of the teachers within the study. The participants of the study were teachers of 6 secondaries of Payao District, Division of Zamboanga Sibugay for the school year 2023-2024. The teachers in the study demonstrated strong classroom management skills, indicating that they were effective in maintaining order, discipline, and a conducive learning environment within their classrooms. Moreover, the correlation between “Discipline” and “Satisfaction with life” (r =.33***) underscores the impact of effective classroom management on teachers’ overall wellbeing and life satisfaction. The findings of this study have a significant impact on understanding the relationships between classroom management practice and teachers’ satisfaction.The study also explores teacher characteristics such as age, gender, and years of teaching experience on classroom management and teaching satisfaction, offering valuable perspectives for enhancing teacher training and professional development programs. This research contributes to the broader understanding of the dynamics between classroom management and teacher satisfaction, underlining the importance of supportive teaching environments for educational success. Keywords — Classroom Management, Classroom Management Practices, Teaching Satisfaction, Secondary School Teacher