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UCU GS Research Journal
INNOVATIVE CLASSROOM MANAGEMENT STRATEGIES OF PUBLIC
ELEMENTARY SCHOOL TEACHERS
MARK JOSEPH T. ROLDAN

This study determined the extent of utilization of the innovative classroom management
strategies of teachers in the public elementary schools in the District of Cuyapo II, Schools
Division of Nueva Ecija, Cuyapo, Nueva Ecija for the period of S. Y. 2014-2015 up to the
present. Specifically, it sought to answer the following problems: problem number 1 dealt on
the profile of the respondents; a.) sex, b.) age, c.) civil status, d.) highest degree earned, e.)
status of appointment, f.) number of years in service, and g.) number of seminars and other
in-service trainings attended. Problem number 2 focused the different innovative classroom
management strategies through classroom instruction, instructional materials, assessment,
behavior management, and classroom organization. Problem number 3 focused on the significant
differences between the extents of utilization of the different innovative classroom management
strategies across the profile variables. Problem number 4 focused on the significant relationship
between the extent of utilization of the different innovative classroom management strategies
and their profile variables.
Majority of the elementary school teachers are female, in their middle age, with teaching
experience of 1 year to 10 years, and with post-graduate units in education. Given with a proper
motivation to continuously grow in their profession, they can perform their teaching functions as
expected. The extent of utilization of the different innovative classroom management strategies
obtained an overall weighted mean 3.75 which means utilized.
In the light of the findings arrived, the conclusions were established. The respondent
teachers are educationally qualified thereby making them effective in using the innovative
classroom management strategies in teaching. The extent of utilization of innovative classroom
management strategies in teaching by the respondent teachers are contributory to the following
variables age, sex, highest educational attainment, teaching position, years in service and civil
status. The extent of utilization of innovative classroom management strategies in teaching are
associated with variables age, highest educational attainment, teaching position and years in
service.
On the basis of the salient findings of the study and the conclusions drawn, the
following are hereby recommended. The respondent teachers should maintain their instructional
performance in using innovative classroom management strategies and should upgrade their
educational qualifications by finishing graduate and post graduate studies. The use of innovative
classroom management strategies by the respondent teachers should sustain to maintain the
highly effective instructional performance of teachers. A well designed training program in the
use of computer should be implemented to harness the capability of teachers.
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