Classroom management practices of elementary teachers: Basis for an action plan to enhance teaching effectiveness

Effective classroom management is critical in ensuring quality education, aligning with the Department of Education’s (DepEd) efforts to improve the Philippine basic education system to meet international standards. This study assessed the classroom management practices of elementary teachers at Binongkalan Elementary School, Catmon, Cebu, during the school year 2024–2025. The design used was the mixed descriptive-quantitative and qualitative method of research with an adapted questionnaire as the main tool for gathering the data. There were 10 teacher participants in this study. Descriptive statistics, such as percentage for background information and weighted mean for assessing the level of agreement regarding classroom management practices, were utilized. The study revealed that the majority of teacher respondents demonstrated effective classroom management practices. Furthermore, none of the demographic and professional profile variables showed a statistically significant relationship with classroom management practices, as indicated by p-values greater than 0.05. This indicates that, regardless of differences in these demographic and professional characteristics, teachers tend to exhibit similar patterns in managing their classrooms. Therefore, it is recommended that the proposed action plan be adopted to further strengthen and standardize effective classroom management strategies among teachers.