ATTITUDE TOWARDS MULTI-GRADE CLASSROOMS AND CLASSROOM MANAGEMENT STRATEGIES AS DETERMINANTS OF TEACHER COMPETENCIES IN PUBLIC SCHOOLS
Abstract
The primary aim of the study is to find out if teachers’ attitude towards multi-grade classrooms and classroom management strategies are determinants of teacher competencies in public schools. Utilizing non-experimental, quantitative-descriptive correlation technique, data were obtained from a sample size of 300 respondents who are public elementary teachers in the 10 districts of the Division of Davao Oriental. The researcher utilized total population sampling and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a high level of teachers’ attitude towards multi-grade classrooms. Also, results revealed that there is a very high level of classroom management strategies and teacher competencies. Moreover, there is a significant relationship between teachers’ attitude towards multi-grade classrooms and teacher competencies. In addition, classroom management strategies are positively correlated with teacher competencies. Further, teachers’ attitude towards multi-grade classrooms and classroom management strategies are determinants of teacher competencies. This implies that teachers’ attitude towards multi-grade classrooms and classroom management strategies have something to do with teacher competencies.
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DOI: http://dx.doi.org/10.46827/ejes.v12i5.5915
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