Behavioral Problems and Classroom Management Approaches among Junior and Senior High School Teachers in Mt. Province: A Mixed-Method Study
DOI:
https://doi.org/10.65339/ijsair.V2.I2.368Keywords:
Behavioral Problems, Classroom Management, Adolescents, Mixed-MethodAbstract
Behavioral problems among adolescents remain a persistent challenge in secondary education, significantly affecting teaching effectiveness and student learning outcomes. This study examined the behavioral problems encountered by junior and senior high school teachers, the classroom management approaches they employ, and the level of effectiveness of these approaches. Using an exploratory sequential mixed-method design, qualitative data were first gathered through interviews and content analysis to identify prevalent behavioral issues and management strategies. These findings informed the development of a quantitative instrument administered to 45 teachers across three secondary schools in Mt. Province. Results revealed that common behavioral problems include disruptive behavior, defiance, academic dishonesty, absenteeism, poor work habits, rule violations, and improper use of technology. Teachers employed various classroom management approaches, including assertive, business-academic, behavioral modification, group managerial, group guidance, acceptance, and success approaches. Findings indicate that these approaches are generally highly effective (overall mean = 3.56), particularly those emphasizing structured routines, positive reinforcement, student engagement, and supportive communication. The study underscores the importance of integrating discipline with student-centered and developmentally appropriate strategies.
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