PRACTICES ON CLASSROOM MANAGEMENT SKILLS OF SELECT TEACHERS: BASIS FOR SUSTAINABLE PROFESSIONAL DEVELOPMENT PLAN

This study assessed the classroom management proficiency of Grade 6 teachers in the District of Mariveles, Division of Bataan, focusing on five domains: maintaining order and discipline, classroom routines, classroom structuring, utilization of instructional materials and visual aids, and flexibility in time management. Employing a quantitative, descriptive-correlational design, the research gathered data from 101 Grade 6 teachers via total enumeration and from selected Grade 6 learners via purposive sampling. Data were collected using validated survey instruments and analyzed using descriptive statistics, correlation, and comparative analysis. Findings revealed that both teachers and learners rated classroom management practices as “Excellent” or highly observed, indicating consistently high implementation across all domains. Teachers exhibited strong skills in maintaining discipline and establishing routines, with clear communication and learner participation as key strengths. Classroom structuring was generally conducive, though both groups identified areas needing improvement, such as decluttering and updating displays. The utilization of instructional materials was frequent, yet localization and student involvement remained limited. Time management was rated highly, but transition handling and idle time reduction required attention. No significant differences were found between teacher and learner assessments, indicating strong alignment in perceptions. However, minor variations were noted in classroom structuring (p = 0.014) and utilization of instructional materials (p = 0.003). The study concluded that Grade 6 teachers in Mariveles exhibit a high level of classroom management proficiency aligned with the Philippine Professional Standards for Teachers (PPST). Continuous improvement in classroom organization, material contextualization, and time optimization is recommended. A Sustainable Professional Development Plan was proposed to enhance teacher competencies and sustain learner-centered, inclusive, and effective classroom environments.