Classroom Management Practices of Kindergarten Teachers Relative to Learners’ Performance

EDUCATION

This study explored the relationship between the classroom management practices of kindergarten teachers and the academic performance of their learners, with emphasis on how teachers’ demographic and professional profiles affect their management responsiveness. Acknowledging that effective classroom management fosters a productive learning environment, the research examined individual and institutional factors shaping teaching strategies. Teachers’ profiles including age, sex, civil status, teaching experience, educational background, relevant trainings, and awards were analyzed in relation to their practices across seven key domains: learning environment, instruction, learner diversity, pedagogical strategies, discipline, assessment, and support mechanisms. Using quantitative methods, data were collected through surveys and focus group discussions. The findings revealed that classroom management practices varied based on profile variables, especially age and years of experience. More seasoned teachers demonstrated consistent and emotionally sensitive strategies. A strong correlation was found between effective classroom management and improved learner outcomes, particularly in engagement, behavior regulation, and task completion. Challenges encountered included insufficient resources, overcrowded classes, and diverse learning needs, all of which hinder responsive classroom management. As a result, the study recommends a targeted intervention program to enhance teachers’ management skills. This includes emotional intelligence training tailored to young learners, differentiated instruction, and peer mentoring. The goal is to provide kindergarten teachers with practical tools to address everyday classroom demands and foster both academic and developmental growth among learners

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.