Background of the Study
Classroom management is a crucial element of effective teaching, significantly impacting the learning environment and student success. It involves setting clear rules, routines, and expectations to create a conducive atmosphere for learning (Marzano, 2013). Teachers are essential in maintaining discipline, ensuring respect for authority, and fostering a positive classroom culture. These management practices can be influenced by a range of cultural, institutional, and individual factors (Jones & Jones, 2016).
English teachers face specific challenges due to the country's diverse linguistic and cultural landscape. Teachers often work with students who have varying levels of English proficiency and come from different cultural backgrounds, leading to different expectations regarding classroom behavior (Bernardo, 2014). The sentiment expressed in "Hindi ako nag board-exam para hindi i-respeto" reflects the challenges teachers face when their authority is not respected, underscoring the need for effective classroom management strategies.
In the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), teachers experience additional difficulties due to the socio-political environment, which influences student behavior and classroom interactions. The cultural diversity and socio-political context of BARMM add layers of complexity to classroom management, making effective strategies essential for achieving educational goals despite these challenges (Teehankee & Amper, 2018; Tamano, 2017). Understanding and addressing these challenges is crucial for developing effective classroom management practices in such regions.
This research is particularly relevant in light of the evolving dynamics of student behavior and the growing demands on teachers to effectively fulfill their roles. As the educational landscape continues to change, understanding the practices that help teachers manage their classrooms successfully is essential for improving educational outcomes and supporting teacher well-being. The researchers found a lack of existing literature on classroom management practices among English teachers, highlighting the need for this timely and relevant study.
https://doi.org/10.65494/pinagpalapublishing.48
