Teachers’ Classroom Management Proficiency in Public Elementary Schools towards an Enhanced Capability Building Program

The success of educational organizations is closely related with the knowledge, experience and classroom management skills of teachers working at that institution. Therefore, effective classroom management has become increasingly important. The researcher used and collected quantitative and qualitative data in order to determine the classroom management proficiency of the teachers as basis for a proposed capability building program. The main respondents of this study were the Grade six learners in Fourth Estate Elementary School – BF Homes with the criteria set by the researcher. It was found out that the learners viewed their teachers to have a “Very High” level of proficiency in displaying confidence and familiarity in teaching the subject matter and in providing appropriate materials that enrich and support the subject matter taking into consideration the varied interest, abilities and maturity levels of the pupils. In the assessment of the teachers’ immediate superiors, the researcher found out that the teachers display skills in planning, implementing, and managing learning programs. They actively engaged themselves in cooperative and collaborative learning with the professional community and other stakeholders for mutual growth and advancement. Thus, it is suggested that teachers and the institution must frame solutions to increase personal commitments of all educators to improve their classroom management proficiency. Teachers’ proficiency and competency in the teaching field is very instrumental and effective in carrying out the demands of classroom management which is supplemented and supported by institutional efforts.