BEHAVIOR MANAGEMENT APPROACHES

EMPLOYED BY TEACHERS FOR DIVERSE

LEARNERS IN JUNIOR AND SENIOR HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 7
Pages: 299-304
Document ID: 2023PEMJ551
DOI: 10.5281/zenodo.7683011
Manuscript Accepted: 2023-22-2
Psych Educ, 2023, 7: 299-304, Document ID:2023 PEMJ551, doi:10.5281/zenodo.7683011, ISSN 2822-4353
Research Article

Behavior Management Approaches Employed by Teachers for

Diverse Learners inJunior and Senior High School
Joel C. Ganaban*
For affiliations and correspondence, see the last page.
Abstract
The study aimed to determine the behavior management approaches employed by teachers for diverse during
the school year 2022-2023. The respondents of the study were all the teachers composed of 23 Grade 7 to
Grade 10 Junior High School (JHS) teachers and 77 Grade 11 to Grade 12 Senior High School (SHS) 77
teachers for a total of 100 teachers. Findings revealed that the teacher respondents are dominated by the 21-30
years, there are more female respondents than males, and half are married. They are mostly holders of
Bachelor’s degree and are holders of Teacher I items. Most of them have been in teaching positions for 5 years
or less and have attended school-level training only. Teachers employ Behavior Management Approaches such
as the democratic approach, assertive discipline approach, preventive approach, and intervention approach for
diverse learners to a great extent. No significant difference in the perceptions of the teachers in the
employment of the democratic approach, assertive discipline approach, preventive approach, and intervention
approach was found in terms of sex, civil status, educational attainment, length of service and position title.
However, the implementation of the assertive approach differs in terms of age of the teachers and level of
seminars attended. There are only moderate problems in the implementation of behavior management
approaches for diverse learners in the school. Top three are absenteeism among students due to internet
connection problems, poor study habits and time management of students, and inattentiveness of students.
Based on the findings of the study, it was concluded that: sex, civil status, educational attainment, length of
service, and position title are not predictors of the extent of the utilization of the different management
approaches for diverse students. However, older teachers employ an assertive approach less while teachers
with school-level seminars employ it to a greater extent. The study concluded that behavior management
approaches employed by teachers for diverse learners. Behavioral management theory is often called the
human relations movement because it addresses the human dimension of work. Behavioral theorists believed
that a better understanding of human behavior at work, such as motivation, conflict, expectations, and group
dynamics, improved productivity.

Keywords: Philippines, public school, demographic profile, behavior management approaches,

diverse learners

Introduction heroes in the historical development of the country,

Education is very necessary for each and everyone in
order to improve knowledge, way of living as well as
social and economic status throughout the life. It helps
a person to get knowledge and improve confidence
level all through the life. It plays a great role in our
career growth as well as in the personal growth. The
importance of education is evident when it comes to
being self-dependent. If we are we educated, then it’s
something that belongs to us, and only us, allowing us
to rely on no one else other than ourselves. It can allow
you to not only be financially independent, but also to
make your own choices. On top of stability, education
also provides financial security, especially in today’s
society. A good education tends to lead to a higher
paying job, as well as provide you with the skills
needed to get there. In recognition of the important
role of the school in the society, Article XIV, Section 3
(2) of the Philippine Constitution states that: “All
educational institutions shall inculcate patriotism and
nationalism, foster love of humanity, respect for
human rights, appreciation of the roles of national
Joel C. Ganaban
teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.”
The cited provision reiterates that school are faced
with the inevitable responsibility of guiding students
wisely during the most crucial periods of development
which is in the high school department: Students
nowadays are very hyperactive, in which they seems to
be so uneasy in their daily task in school. Wherefore,
they do a lot activities that make them become violent,
quarrelsome, or even distinctive in behavior. They are
also inquisitive of the many things they acquire from
their immediate environment which oftentimes
complicate their learnings styles. Teachers and parents
become confused on the overwhelming changes
manifested in many of their students they handle
specifically in private school. This idea points to the
fact that in teaching-learning situations, not all
students behave in a manner they are expected to.
Some students manifest deviant and anti-social
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Research Article
behaviors which often disrupt their learning in school.
As stated in the Deped Memo Deped Memorandum
No. 50 s. 2020”. DepEd Professional Development
Priorities for Teachers and School Leaders for SY
2020-2023: Pursuant to DepEd Order (DO) No. 001,
s. 2020 titled Guidelines for NEAP Recognition of
Professional Development Programs and Courses for
Teachers and School Leaders, the Department of
Education (DepEd), through the National Educators
Academy of the Philippines (NEAP), issues the DepEd
Professional Development (PD) Priorities for Teachers
and School Leaders for SY 2020-2023.
According to the Memorandum, the Professional
Development shall commend the following: to support
the realization of the Department’s goal of continuous
upskilling and reskilling of teachers and school leaders
that will result in better learning outcomes, to allow
flexibility for specific local needs, priorities and
emerging developments in teachers and school leader
professional development and to support the effective
operationalization of DepEd’s Learning Continuity
Plan (LCP) in light of COVID 19. With this
memorandum, teachers are expected to be aware of the
situation inside and outside the classroom situation,
especially in times of pandemic and the department
made sure that this is great help for the teachers and
school leaders to act professionally.
Behavior management is often called the human
relations movement because it addresses the human
dimension of work. Behavioral theorists believed that
a better understanding of human behavior at work,
such as motivation, conflict, expectations, and group
dynamics, improved productivity. The behavior
management approach provides important insights into
the interpersonal processes in organizations, as well as
the need for management to focus on these. This is
an approach to psychology that focuses on how one's
environment and how external stimuli affect a person's
mental states and development and how these factors
specifically "train" a person for the behaviors they will
be exhibiting later on.
In Tomas Claudio Colleges, Misbehavior among
students is has been observed Based on the
researcher's observation teachers employed different
behavior management approaches for students inside
and outside the classroom. With the cases of bullying
and misbehavior of students, the researcher conceived
this study to determine the behavior management
approaches which will best fit the diverse learners and
to determine the strengths and weaknesses of such
approaches.
Joel C. Ganaban
Research Questions
The study aimed to determine the extent of behavior
management approaches employed by teachers for
diverse learners in junior and senior high school during
the School Year 2022-2023. Specifically, this study
sought to answer the following sub-problems:
1. What is the profile of the respondents in terms of:
1.1. age;
1.2. sex;
1.3. civil status
1.4. position title
1.5. educational attainment;
1.6. length of service; and
1.7. Webinars attended
2. What is the extent of behavior management
approaches employed by teachers for diverse learners
as perceived by themselves with respect to:
2.1. democratic approach;
2.2. assertive discipline approach;
2.3. preventive approach and
2.4. intervention approach
3. Is there a significant difference in the extent of
behavior management approaches employed by
teachers for diverse learners as perceived by
themselves with respect to the different aspects in
terms of their profile?
4. What are the problems encountered by teachers in
the implementation of behavior management
approaches for diverse learners?
Literature Review
Teaching students with behavior problems creates a
higher demand for the teacher (Gage, 2014). Though
some teachers are specially trained to handle special
needs children who need more of the teacher’s time,
the average classroom is likely to contain one or more
students who demand more attention due to behavioral
difficulties. In some cases, principals, guidance
counselors, and other educators must address these
problems. Yet in some cases, hormones, challenges
with peers, and home life struggles can make even a
good kind troublesome for a period of time.
For this reason, all teachers need to learn how to learn
students with behavior problems. No matter if the
child is one students in a classroom with a concern or
if the classroom is designed for children with these
complex behavioral issues, the methods to teaching
and avoiding complications or outbursts are sometimes
the same. When teachers learn how to avoid situations
that can push the button on these children, it is
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Research Article
possible to ensure the classroom’s lesson plan is fully
explore and all students get equal attention.
According to Emmer (2011), classroom management
is defined as a set of teacher manners and activities
that are directed at eliciting study involvement or
engagement in classroom activities and preventing
disruption. Three-Phase Model is integrated and
reviewed based on the research on classroom
management and discipline. The first phase includes
the formation of expectations about behavior and work
requirements along with room and materials
preparation and usually occurs prior to the beginning
of school. In the second phase, the teacher needs to be
concerned with socializing students into the classroom
setting and establishing appropriate behavior and
occurs also at the beginning of the school year. The
third phase occurs throughout the year and is focused
on maintaining appropriate behavior. Research related
to each phase in the management process is
summarized and discussed, with an emphasis on
describing the teaching skills and principles associated
with effective management.
Furthermore, as mentioned by Wills (2012), the
decrease in behavioral problems in classrooms with
response concerning behavioral issues was answered
by the behavior management programs in school.
These serve to improve classroom management
performance for teachers and learning for students.
These programs are based on behavior modification,
which is a method for making behavior changes by
decreasing problem behavior and increasing positive
behavior. Indeed, behavior management is a valuable
tool for improving classroom performance.
Teaching is intricate and cannot be lowered to isolated
responsibilities that can be grasped one at a time.
Teachers must “win their students’ hearts and mind
while getting inside their students’ heads”. This
winning of the hearts occurs through very personal
connections, one learner at a time. This viewpoint is
reinforced by research implying that teachers who
created such relationships experience fewer classroom
behavior problems and better academic performance.
Teachers’ acts in their classrooms have twice as much
effect on learner’s achievement as assessment
procedures, civic engagement, or staff collegiality; and
a large part of teachers’ activities involves the
management of the classroom. Classroom management
is critically important in the middle grades years when
students are more likely to experience declines in
academic motivation and self-esteem.
According to Hord (2012) teachers play various roles
Joel C. Ganaban
in typical classroom, but surely one of the most
important is that of classroom manager. Effective
teaching and learning cannot take place in a poorly
managed classroom. If students are disorderly and
disrespectful, and no apparent rules and procedures
guide behavior, chaos becomes the norm in these
situations. Both teacher and students suffer. Teachers
struggle to teach and students most likely learn much
less than they should. In contrast, well managed
classrooms provide an environment in which teaching
and learning can flourish. But a well-managed
classroom does not just appear out of nowhere. It takes
a good deal of effort to create, and the person who is
most responsible for creating it is the teacher.
Managing student behavior is always top priority for
teachers. Instituting conflict resolution programs is
important to give students the skills necessary to
successfully guide in their social interactions inside
and outside the school.
Likewise, applied to classroom instruction, discipline
has been taken to mean any means adopted by the
teacher for the orderly behavior of pupils. It is agreed
that a classroom has good discipline if the students are
earnestly and eagerly performing activities for the
accomplishment of a desirable goal.
According to Doak (2012) many good teachers give up
on teaching because they cannot maintain a disciplined
learning`environment to be able to teach the
curriculum. A teacher may be highly supported by
executive teachers and efficiently aided by the
school’s discipline policies, but classroom discipline
needs to be an innate ability to some degree. Teaching
is certainly a wonderfully rewarding career, she able to
affects positively a young person’s life. To be a
successful teacher are complicated and will require
much debate and analysis.
There are several reasons why children have different
behavioral problems and deal with the range of
discipline issues in the classroom such as horseplay,
rule violation, disruptiveness, cutting class, cursing,
bullying, refusal, fighting, vandalism that cause
teachers burn out. Teachers need to be taught to stand
up straight and look troublemakers in the eye under
new guidelines to help improve discipline in the
classroom.
Teachers often recognize that students may have a low
frustration tolerance and need help learning how to
change their behavior when they are overwhelmed, but
they may not be sure about the necessary skills to
teach. Most students with challenging behavior lack
the skills of self-regulation.
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Research Article

Methodology This part is composed of the different tables for

specific perceptions profile variables of the study. It
includes five tables, Tables 1 to 5, with the essential
This descriptive-correlation method was employed in information about the respondents, Democratic
this study. This design, respondents of the study, Approach, Assertive Approach, Preventive Approach
instrumentation, validation of the instrument, the and Intervention Approach. These were utilized the
procedure of the study and the statistical treatment of self-related perceptions of the respondents.
data.
Table 1. Respondents’ profile in terms of Democratic
The study utilized questionnaire-checklist as the main Approach
instrument in gathering the needed data. The
questionnaire-checklist has three parts. The first part
consists of the personal profile of respondents in terms
of age, sex, civil status, position title, educational
attainment, length of service and webinars attended.
The second part deals with the behavior management
approaches employed by teachers for diverse learners
with respect to, democratic approach, assertive
discipline approach, preventive approach, and
intervention approach.

The third part consists of problems encountered by

teachers in the implementation of behavior
management approaches. Each part of the
questionnaire contains 10 items. To test the validity
and reliability of the instrument the questionnaire
checklist came up with the validation process. It was
presented to the expert panel members, professorial
lecturers, statistician, thesis adviser and dean of the
graduate studies program for content validation. Their
comments and suggestions led to revisions of the final
copy of the instrument.

Upon retrieval of the questionnaire, the data were

Table 2. Respondents’ profile in terms of Assertive
tallied, tabulated, analyzed and interpreted. Data
processing and analysis was done. Based on the Discipline Approach
interpreted data, the summary of findings, conclusions
and recommendations were made. Revision of the
manuscript was done based on the comments,
suggestions and recommendations of the members of
the oral examination committee.

Results

This section presents the results, analysis and

interpretation of data relative to the questions raised to
determine the extent of behavior management
approaches employed by teachers for diverse learners
in junior and senior high school.

Respondents’ profile in terms of Democratic

Approach, Assertive Approach, Preventive
Approach and Intervention Approach.

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Psych Educ, 2023, 7: 299-304, Document ID:2023 PEMJ551, doi:10.5281/zenodo.7683011, ISSN 2822-4353
Research Article

Table 3. Respondents’ profile in terms of

PreventiveApproach

Table 5. Profile of the Respondents in Terms of Age,

Sex, Civil Status, Position Title, Educational
Attainment, Length of Service, and Webinars Attended

Table 4. Respondents’ profile in terms of Intervention

Approach

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Psych Educ, 2023, 7: 299-304, Document ID:2023 PEMJ551, doi:10.5281/zenodo.7683011, ISSN 2822-4353
Research Article

Discussion References

The main objective of this study is to assess the
behavior control strategies used by junior and senior
high school instructors with varied pupils. This study
aims to investigate how these expectations may affect
students' academic progress. In order to establish the
respondents' profile in terms of age, sex, civil status,
position title, educational attainment, length of service,
and webinars attended, this research employed the
descriptive-correlational analytic technique. The study
also determined the size of the interactions between
and within the study's variables. In particular, research
demonstrated a strong correlation between the
respondents' democratic, aggressive, preventative, and
interventional approaches.
Balberona Gladys.,”Classroom Management Approaches Employed
by Teachers Among Intermediate Pupils with Behavioral Problems
in Selected Public Elementary Schools in The District of Tanay I-B,
Division of Rizal” Unpublished Master’s Thesis, Tomas Claudio
Memorial Colleges, 2019.
Heightening Chafouleas, Sandra M., “Investigating the Usability of
Classroom Management Strategies Among Elementary School
Teachers,” Northeastern University. Boston, MA, USA, 2014.
Corpuz, Rhosell SJ., “Behavioral Management Approaches for
Pupils in the
DepEd Professional Development Priorities for Teachers and School
Leaders for SY: 2020-2023. Deped Memorandum No. 50 s. 2020”
Mainstram Classes”, Unpublished Master’s Thesis, Tomas Claudio
Memorial Colleges, Morong, Rizal, 2014.

Nolledo, Jose N., 1987 Philippine Constitution. Manila National

Conclusion Bookstore. 1997

Affiliations and Corresponding Information

The study recommended that the school may draft
best practice guidelines, to strengthen the
implementing rules and regulations and heightening Joel C. Ganaban, MAEd
practices on behavior management approaches Tanay Sampaloc Integrated National High School,
employed by teachers for diverse learners. Regulasr Department of Education - Philippines
Classes monitoring must take place to ensure an
efficient and effective teaching learning process.
Teachers may attend webinars on how to handle
students with behavioral problems. A parallel
study may be conducted considering other
parameters and variables.

Based on the findings of the study, it was concluded

that the following conclusions are drawn: sex, civil
status, educational attainment, length of service and
position title of respondents are not predictors of the
extent of the utilization of the different management
approaches for diverse students. However the older
teachers, employ assertive approach less while the
teachers with school level seminars employ it to a
greater extent.

Joel C. Ganaban 304/304