Perceptions of Senior High School Second Career Teachers Toward Their Classroom Management Practices in San Antonio National High School

2018 REGIONAL RESEARCH CONGRESS
December 5-7, 2018
Bryan Jester S. Balmeo, LPT, MALT

Senior High School Teacher II
bryanjester.balmeo@deped.gov.ph
09455370326
SCHOOLS DIVISION OF ZAMBALES

December 5-7, 2018

December 5-7, 2018
Title
Perceptions of Senior High School Second

Career Teachers toward their Classroom
Management Practices in San Antonio
National High School

December 5-7, 2018
Rationale
• The Senior High School curriculum opened doors for

non-education degree holders to enter the teaching
field.
• Many teachers in the Senior High School were

graduates of another baccalaureate degree and just
enrolled in the CPE program to qualify for the board
exam.

December 5-7, 2018
Rationale
• These teachers are called ‘second career teachers’

(Powell in Hunter – Johnson, 2015).
• They require more support in the teacher preparation

programs (Chamber in Hunter – Johnson, 2015),
especially in classroom management (Samaras &
Wilcox in Uriegas, et.al, 2014).

December 5-7, 2018
Rationale
• Classroom management (CM) refers to the design

and implementation of efficient classroom routines,
policies, and procedures for participation in class
discussions and various other classroom activities
and interactions (Sterling in Uriegas, 2014).

December 5-7, 2018
Statement of the Problem
1. How may the participants’ profile be described

in terms of:
1. Level of education
2. Years of teaching experience
3. Age
4. Gender
5. College degree?
December 5-7, 2018
2. How do non-education degree holders

perceive their Certification in
Professional Education (CPE) as a tool
to assist them in applying their prior work
experiences to classroom management?

December 5-7, 2018

perceive classroom management as an
important factor in teaching-learning
process?

December 5-7, 2018

perceive their classroom management
practices?
compare their classroom management
practices from other teachers?

December 5-7, 2018
Type of the Study
• The study made use of the descriptive research with

a qualitative approach using the multiple-case study
design.
• Three participants, all of whom are second career

teachers in San Antonio National High School, were
the participants of this research.

December 5-7, 2018
Type of the Study
• The researcher interviewed the three participants

using the Interview Guide that lasted for 15 – 25
minutes.
• A written open-ended questionnaire was also given

for them to answer.
• Content analysis was done using qualitative coding

and analysis.
December 5-7, 2018
Participants/Respondents
Three (3) participants, all of whom are

second career teachers in San Antonio
National High School, were the participants of
this research.

December 5-7, 2018
Instruments
The Interview Guide and the Open-ended

Questionnaire were used to gather data from the three
(3) participants. The researcher constructed the
questions and has undergone validation by experts
using the Interview Validation Rubric. The questions
were translated in Filipino so that the participants can
easily understand and will have the ease to answer the
questions.

December 5-7, 2018
Instruments
Interview Guide Questions
1.How do you perceive your

Certification in Professional Education
(CPE) as a tool to assist you in applying
your prior work experiences to
classroom management?
2.How do you perceive classroom
management as an important factor in
teaching-learning process?
3.How do you perceive your classroom
management practices?
4.How do you compare your classroom
management practices from other
teachers?
December 5-7, 2018
Data Analysis
Content analysis was done using qualitative

coding and analysis. Open coding was used to
identify and code the themes of the interview data.
Open Coding includes labeling concepts, defining
and developing categories based on their
properties and dimensions (Give, 2008).

December 5-7, 2018
Findings 1
Personal Profile of the Participants

• All participants are college degree with
CPE units. The mean age of the
participants was 32 years, with a range of
12 years. With regard to the number of
years in teaching, the shortest was 1 year
and 6 months (1.5 years) and longest with
2 years and 3 months.
December 5-7, 2018
Findings 2
CPE in Bridging Prior Experience to

Classroom Management
• Participants said they were not satisfied
with their CPE because
• the teachings were traditional,
• composed merely of theories,
• insufficient because of the span of
time.
December 5-7, 2018
Findings 3
Classroom Management in
Teaching – Learning Process
• The three second career teachers were

asked whether they believe that classroom
management is an important factor in the
teaching learning process and all of them
agreed.

December 5-7, 2018
Findings 3
Classroom Management in
Teaching – Learning Process
• This belief of the participants is supported by
experts. Harrison & Killion in Uriegas, 2014,
stated that classroom management is
important in the teaching-learning process
because it can determine the success or
failure of the process.
December 5-7, 2018
Findings 4
Perception of Participants’
Classroom Management Practices
• Participant A
• is strict inside the class
• ensures that there is respect inside the
classroom

December 5-7, 2018
Findings 4
• Participant B
• likes to talk to the students in a nice
manner
• is not happy with her classroom
management practices

December 5-7, 2018
Findings 4
• Participant C
• has a unique way of managing the class
• warns learners about using gadgets while
class is ongoing, being late, or not
participating in classroom activities
• praises students to motivate them
December 5-7, 2018
Findings 5
Classroom Management Practices:

CPE vs. Education degree holders
• All of them said their co-teachers were
more knowledgeable than them.
• They attribute it to their co-teachers
having four years of education about
classroom management.

December 5-7, 2018
Conclusions
(a) Participants were all college degree holders with

CPE units;
(b) CPE was not able to link their prior work

experiences to classroom management and that
it was traditional, theory-based, and insufficient;

December 5-7, 2018
Conclusions
c) Second career teachers value the importance of

classroom management practices in the teaching-
learning process;
d) Participants have variety of classroom management

techniques or practices;

December 5-7, 2018
Conclusions
e) Second career teachers feel that their

classroom management practices are not as
organized as the practices of education
degree holders.

December 5-7, 2018
Recommendations
1. The participants should be encouraged to attend

seminars regarding classroom management;
2. Request for the conduct of focus group discussion

(FGD) regarding the enhancement of competencies
of second career teachers on classroom
management;

December 5-7, 2018
Recommendations
3. Provide a platform in order for the Senior High School

teachers to share best practices, collaboration of
school-initiated programs and projects which will
facilitate to the development of second career
teachers’ classroom management practices;
4. Replicate the research study in order to further

validate its results.

The A-Z to Effective Classroom
Management
• A - ttendance is checked by group leaders
• B - e the best actor/actress
• C - ourse syllabus/lesson is given in advance
• D - ress smart
• E - nsure punctuality when entering class
• F - irst day is for setting of expectations
• G - reetings before the class starts
Management
• H - ave a face to face talk with problem students
• I - f it is not effective, change the teaching
strategy
• J - ust remind the rules and regulations every
now and then
• K - now the background of the child
• L - et them seat beside their friends
• M - aintain the cleanliness of the room
• N - ever use index cards during recitations
Management
• O - bserve discipline but let them have "academic
noise"
• P - rovide motivational activities before the start
of the class
• Q - uestions of students are encouraged
• R - esponsible students must be given leadership
tasks
• S - howing respect is instilled
• T - reat students as grown up son/daughter
• U - se reverse psychology
Management
• V - erify reasons before saying anything
• W - rite down explanations if they are
embarrassed to express it vocally
• X - tend your love by showing concern
• Y - our encouragement and praises are
needed
• Z - ip your mouth to call their attention
December 5-7, 2018
Laco a Salamat!!!

Perceptions of Senior High School Second Career Teachers Toward Their Classroom Management Practices in San Antonio National High School

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2018 REGIONAL RESEARCH CONGRESS

December 5-7, 2018

Bryan Jester S. Balmeo, LPT, MALT

SCHOOLS DIVISION OF ZAMBALES

SCHOOLS DIVISION OF ZAMBALES