Home⇛The Advanced Social Science in Research Journal⇛vol. 1 no. 5 (2026)

Classroom Management Strategies of Teachers and Academic Engagements of Grade 8 Learners

Jessica Villanueva | Pauline Fortin

Discipline: Education

 

Abstract:

This study focused in determined the classroom management strategies of English teachers and the academic engagement of Grade 8 learners in selected public secondary schools in Zone 3, Schools Division of Zambales, during School Year 2026–2027. Specifically, it examined classroom management strategies in terms of setting clear goals, creating structured routines, using proximity control, implementing positive reinforcement, and designing engaging instruction. It also assessed learners’ academic engagement in terms of participation in classroom activities, compliance with school rules and regulations, building friendships with peers, and completing school-assigned tasks. Furthermore, the study determined significant differences based on respondents’ profile variables, examined the relationship between classroom management strategies and academic engagement, and developed an enhanced classroom management program. The study employed a descriptive-correlational research design involving 34 English teachers and 138 Grade 8 learners from selected public secondary schools in Cabangan, San Felipe, San Narciso, and San Antonio Districts. Data were gathered using validated researcher-made questionnaires and analyzed through frequency and percentage, weighted mean, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation. The findings revealed that teachers generally practiced effective classroom management strategies, with proximity control emerging as the most consistently implemented strategy. Structured routines and engaging instruction were identified as areas for improvement. Learners demonstrated satisfactory academic engagement, with building friendships and participation receiving the highest ratings from teachers and students, respectively. Significant differences occurred in selected profile variables. Teachers’ perceptions of classroom management and engagement were not significantly related, while students’ perceptions showed a significant but very weak positive relationship with academic engagement. Based on the findings, the ENGAGE Program was developed to strengthen classroom management, enhance academic engagement, and support teachers’ continuous professional development.



References:

  1. Aldanese, P. G. B., & Limpot, M. Y. (2023). The mediating effects of classroom management and the relationship between differentiated instruction in teaching and student engagement. Asian Journal of Education    and    Social    Studies, 44(4), 1–13. https://doi.org/10.9734/ajess/2023/v44i4966
  2. Allen, K.  A., Gray, D.  L., Baumeister, R.  F., & Leary, M. R. (2021). The need to belong: A deep dive into the origins, implications, and future of a fundamental human motivation. Psychological    Bulletin, 147(9), 970–991. https://doi.org/10.1037/bul0000334
  3. Anayatin, M. J., & Quines, L. A. (2025). Teacher disposition, classroom management, and student    academic    motivation:    A    path model analysis on engagement of senior high school students. European Journal of Education Studies, 12(2). https://doi.org/10.46827/ejes.v12i2.5842
  4. Artino, A. R., Jr., La Rochelle, J. S., Dezee, K. J., & Gehlbach, H. (2014). Developing questionnaires   for   educational   research:   AMEE Guide No. 87. Medical Teacher, 36(6), 463–474. https://doi.org/10.3109/0142159X.2014.889814
  5. Baybayan, J.   Y.,   &   Lacia, M.   R.   (2024).   An achievement test in Mathematics in the Modern World course:  The standardization process. International Journal of Multidisciplinary: Applied Business and Education Research, 5(7).
  6. Cambay, D.  J.  D., & Paglinawan, J.  L.  (2024). Classroom   management   strategies   and school environment on student engagement. International   Journal   of   Research and Innovation in Social Science. https://doi.org/10.47772/IJRISS.2024.8120001
  7. Cañeda, M.  E., Gamaya, A.  J.  F., & Baring, M.  C. (2024). Ensuring validity and reliability in Algebra midterm assessment:  A comprehensive approach to test development and analysis. Journal of Interdisciplinary Perspectives, 2(11).
  8. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental    Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
  9. Darling-Hammond, L., Hyler, M. E., & Gardner, M.  (2020). Effective teacher professional development. Learning Policy Institute.
  10. Department   of   Education.   (2020). National adoption and implementation of the Philippine   Professional   Standards   for   School Heads (DepEd Order No.  24, s.  2020). Department of Education, Republic of the Philippines.
  11. Department of Education.  (2017). Philippine professional standards for teachers (DepEd Order No. 42, s. 2017). Department of Education, Republic of the Philippines.
  12. Education   Endowment   Foundation.   (2021). Metacognition and self-regulated learning: Guidance   report.   Education   Endowment Foundation.
  13. Education   Endowment   Foundation.   (2021). Teacher feedback to improve pupil learning. Education Endowment Foundation.
  14. Gaur, P.  S., & Zimba, O.  (2024).  Designing and validating a research questionnaire—Part 2:  Validity and reliability. Journal of Clinical Imaging Science, 14, 11. https://doi.org/10.25259/JCIS_31_2023
  15. Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge.
  16. Institute of Education Sciences, What Works Clearinghouse.  (2024). Teacher-delivered behavioral interventions in grades K–5. U.S. Department of Education.
  17. Karasova, J., & Nehyba, J. (2023). How teachers’ instructional   approach   relates   to   classroom management:  A systematic review. Educational Sciences, 13(9), 914. https://doi.org/10.3390/educsci13090914
  18. Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S.  (2025). A meta-analysis of the effects of classroom management interventions on students’ academic, behavioral, and social-emotional outcomes. [Use the exact bibliographic details from the 2025 source included in your manuscript.]
  19. Kraft, M.  A., & Papay, J.  P.  (2022).  Can professional environments in schools promote teacher development?  Examining teacher responses to changes in school environments. Educational Evaluation and Policy Analysis, 44(2), 223–247. https://doi.org/10.3102/01623737211060226
  20. Marshall, T., Hoey, T., Rao, N., Taylor, J., George, P., Ghose, S.  S., Cosgrove, J., & Patel, N.  A. (2024).  Reducing disruptive and distracting behaviors in the classroom: Assessing the   evidence   base. Psychiatric   Services, 75(9). https://doi.org/10.1176/appi.ps.20230543
  21. Moulaei, K., Moulaei, R., & Bahaadinbeigy, K. (2024). The most used questionnaires for evaluating   the   usability   of   robots   and smart wearables:  A scoping review. DIGITAL HEALTH, 10. https://doi.org/10.1177/20552076241237384
  22. Obenza-Tanudtanud, D.  M., & Obenza, B.  N. (2023).  Evaluating teacher-student inter-action and student learning engagement in the new normal: A convergent-parallel de-sign. Psychology and Education: A Multidisciplinary Journal, 15(1).
  23. OECD.  (2020). TALIS  2018  results  (Volume  II): Teachers and school leaders as valued pro-fessionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en
  24. OECD.  (2023). PISA  2022 results (Volume II): Learning   during—and   from—disruption. OECD Publishing. https://doi.org/10.1787/a97db61c-en
  25. Organisation for Economic Cooperation and Development.    (2023). Education    at    a glance 2023:  OECD indicators.  OECD Publishing. https://doi.org/10.1787/e13bef63-en
  26. Organisation for Economic Cooperation and Development.   (2021). Beyond   academic learning: First results from the survey of social and emotional skills. OECD Publishing. https://doi.org/10.1787/92a11084-en
  27. Organisation for Economic Cooperation and Development.  (2020). TALIS  2018 results (Volume II): Teachers and school leaders as valued    professionals.    OECD    Publishing. https://doi.org/10.1787/19cf08df-en
  28. Organisation for Economic Cooperation and Development.  (2023). PISA  2022 results (Volume II): Learning during—and from—disruption. OECD Publishing. https://doi.org/10.1787/a97db61c-en
  29. Palarisan, N.  J.  B., & Domag, C.  M.  (2023).  The socio-emotional   classroom   management and student engagement of tertiary teachers in Davao City. Asian Journal of Education   and   Social   Studies, 48(2), 26–38. https://doi.org/10.9734/ajess/2023/v48i21050
  30. Panadero, E. (2020). A review of self-regulated learning:  Six models and four directions for research. Frontiers in Psychology, 11, 540. https://doi.org/10.3389/fpsyg.2020.00422
  31. Reeve, J., & Shin, S.  H.  (2020).  How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational    Psychology, 112(6), 1190–1204. https://doi.org/10.1037/edu0000413
  32. Royer, D.  J., & Ennis, R.  P.  (2024).  Student-de-livered behavior-specific praise: A systematic literature review and meta-analysis. Frontiers     in     Education, 9,   1444394. https://doi.org/10.3389/feduc.2024.1444394
  33. Sorbeto, J.  A., Corpuz, O., & Alcantara, M.  E.  G. (2022). Teaching efficiency and classroom management towards learning outcomes. Asian Research Journal of Arts & Social Sciences, 16(4), 51–63.
  34. UNESCO. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession.  United Nations Educational, Scientific and Cultural Organiza-tion.
  35. United Nations Children’s Fund. (2021). Adolescent    development    and participation. UNICEF. https://www.unicef.org/adoles-cence
  36. United Nations Educational, Scientific and Cultural Organization.  (2022). Leave no child behind: Global report on gender equality in education. UNESCO.
  37. Weaver, A. D., Scherer, P., Hengen, S., & Shriver, M. D. (2020). An exploratory investigation of proximity control in a large-group unstructured setting. Preventing School Failure: Alternative Education for Children and Youth, 64(3), 261–270. https://doi.org/10.1080/1045988X.2020.1747383
  38. World Health Organization. (2024). Adolescent health. World Health Organization. https://www.who.int/health-topics/ado-lescent-health

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic