Optimizing Learning Environment Through Inclusive Classroom Management Strategies

This study explored the relationship between the teachers’ demographic profiles and their utilization of classroom management strategies in inclusive classrooms. Utilizing a descriptive correlational research design, data were collected from 30 teachers through comprehensive questionnaires. The findings revealed a predominantly female and relatively young teaching staff, with the majority having master's units and specializing in General Content and Early Childhood Education. Analysis showed that classroom management strategies were generally well-utilized, particularly those involving positive reinforcement, parent communication, and student involvement in rule-setting. However, more punitive measures were less frequently employed. Statistical tests indicated no significant relationship between the teachers' age, field of specialization, educational attainment, or length of service and their use of classroom management strategies. These results suggest that demographic factors do not significantly influence the application of these strategies, highlighting the potential importance of other influences, such as individual teacher attitudes or institutional policies, in effective inclusive classroom management.