Effective classroom management is essential to ensuring student engagement, discipline, and academic success. This study investigated the classroom management strategies employed by teachers in the Sulangon District, Division of Dapitan City, during the School Year 2021–2022, and identified the challenges they encounter in practice. Using a descriptive research design and a validated questionnaire-checklist, the study examined four key areas: planning, communication, decision-making, and problem-solving. Results from 105 teacher-respondents revealed that these management practices were “almost always practiced,” with decision-making and problem-solving emerging as the most frequently applied. Despite this, teachers reported significant problems related to inadequate instructional materials, poor infrastructure, lack of financial resources, and issues in pupil development. A comparative analysis showed a significant difference in perception between teachers and administrators, with teachers expressing higher levels of concern. Furthermore, a significant relationship was found between the extent of classroom management practices and the seriousness of problems faced—teachers who consistently applied effective strategies encountered fewer challenges. These findings highlight a clear need for stronger institutional support, collaborative planning, and differentiated professional development. While teachers demonstrate a high level of commitment to classroom management, their efforts are constrained by systemic issues that limit their effectiveness. Addressing these challenges through targeted interventions can bridge perception gaps between teachers and administrators and improve the overall quality of teaching and learning.
Joel Jumao-as (Thu,) studied this question.