Biri Research

CLASSROOM MANAGEMENT STYLES OF TEACHERS: THEIR INFLUENCE ON
THE ACADEMIC PERFORMANCE OF PUPILS IN THE DISTRICT
OF BIRI, DIVISION OF NORTHERN SAMAR
_____________________
A Thesis
Presented to
The Faculty of the College of Graduate Studies
Samar College
Catbalogan City
______________________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
(Educational Management)
_______________________
IVY ABLAY ESTAVILLO

October 2015
ii
APPROVAL SHEET
In partial fulfillment of the requirements for the

degree, MASTER OF ARTS IN EDUCATION, this thesis entitled
“Classroom Management Styles of Teachers: Their Influence
on the Academic Performance of Pupils in the District of
Biri, Division of Northern Samar,” has been prepared and
submitted by IVY A. ESTAVILLO, who, having passed the
comprehensive examination is hereby recommended for oral
examination.
PEDRITO G. PADILLA, Ph. D.

Adviser
October 11, 2015
Approved by the Committee on Oral Examination on

October 11, 2015 with a grade of P A S S E D.
NIMFA T. TORREMORO, Ph. D.

Dean, College of Graduate Studies
Chairman
IMELDA M. UY, Ed. D. NATALIA B. UY, Ph. D.

Dean, College of Education Dean, College of Business and
Samar College Management-Samar College
MEMBER MEMBER
GUILLERMO D. LAGBO, D.P.A. GINA L. PALINES, Ph. D.

Statistical Specialist II Educ. Program Supervisor–I
Philippine Statistics Authority Samar Division
Province of Samar Member
Member
Accepted and approved in partial fulfillment of the

requirements for the degree, MASTER OF ARTS IN EDUCATION,
Major in EDUCATIONAL MANAGEMENT.
NIMFA T. TORREMORO, Ph. D.

Dean, College of Graduate Studies
Date of Oral Examination:
October 11,2015
iii
ACKNOWLEDGMENT
“Knowledge is power”. If a man knows, he lives and
thus keeps life to its fullest. Learning is indeed an
inseparable object in this ever changing world. What we
hear, write or speak were all products of the continuing
effects of learning. Study, however, is a more acceptable
term not just in secular aspects but as well as relative to
the holistic phase on how we understand things. In this
great means, what we do now is an evidence of our
admiration in continuing our efforts to move fully
determined at new terms to arrive at WISDOM . . . .
The researcher would like to express her utmost
gratitude and appreciation to the following individuals
who extended their unending assistance, guidance,
encouragement, support and inspiration that made this
undertaking possible.
Foremost, to Dr. Pedrito G. Padilla, the researcher’s
finest and most prolific adviser, who helped and provided
pure and immense knowledge pivotal in developing this piece
and sharing his expertise that greatly assisted the
researcher. Through his wisdom of encouragement, patience
and assistance, the researcher persevered in pursuing for
the realization of this study.

iv
In particular, to the Dean of the College of Graduate
Studies of Samar College, Dr. Nimfa T. Torremoro, for the
motherly advice and guidance in continuing and finishing
the degree, Master of Arts in Education (M.A.Ed.). Through
her inspiring and overwhelming words, the researcher was
encouraged to start and finish this piece.
To the members of the Panel of Examiners namely: Dr.
Gina L. Palines, Dr. Imelda M. Uy, Dr. Natalia B. Uy, and
Dr. Guillermo D. Lagbo for their vivid perusal, insightful
comments and encouragement, and for the questions which
motivated the researcher to widen her perspective.
To Mrs. Ethelinda P. Asis, the District Supervisor of
Biri, for sharing her time and for patiently providing the
essential materials and information upon the conduct of the
study.
To Ante Diding, Uncle Jhun and Aunt Marivic, for their
professional assistance in making the output more
understable and realistic.
To Medoy and my co-teachers who were an instrument in
advocating for continuing professional studies. Their
support and love for advance learning.
To Jimson, for his unwavering generosity, standing as
a knowledge provider who intensely admire the importance of
advance learning through various studies.

v
To her number one inspiration, Jhellian Yves, her
daughter for the immeasurable love, she is the reason of
every venture of the researcher.
To Papa Vic and Mama Sarah, the researcher’s parents,
for the unconditional love, precious support and continuous
encouragement throughout the years of study and through the
process of researching and furnishing this thesis.
To Kuya Ivan, Ian and Nonoy, the researcher’s siblings
for always being there to cheer despite of the roughness in
making this piece of learning.
To Donna, the researcher’s cousin for sharing her time
and for the technical assistance which the researcher
gained insights and inferences.
And, above all, to Almighty God, who continuously
make the impossible possible.
This accomplishment would not have been possible
without them.
Thank you!
IVY A. ESTAVILLO
Researcher
vi
DEDICATION
“I learned patience, perseverance and dedication. I
really know myself and I know my voice. It’s a voice of
pain and victory“.
Anthony Hamilton
To Mama and Papa, who always picked me up in times of
my darkest moment in life and encouraged me in times to
achieve all my endeavours in life;
To Jhellian Yves, who gave me the reason to live, the
strength and served as an inspiration to fully realize this
study.
To my siblings Kuya Ivan, Ian and Nonoy,
To my loving grandparents, Nanay Weny and Mama Lydia
and to my Aunts and Uncles.
To Capt. Jimson, for all his never-ending support in
every endeavour I take on and for his moral guidance.
Above everything to the Almighty God who showered me
with the best blessings of life and love.
This piece of work is whole – heartedly dedicated to
you all.
IVY
vii
THESIS ABSTRACT
Research Title: Classroom Management Styles of Teachers:

Their Influence on the Academic
Performance of Pupils in the District of
Biri, Division of Northern Samar
Author: Estavillo, Ivy A.
Accession Number:
Language Used: English
Research Type: Thesis
Discipline Group: Educational Management
Program: M.A. Ed.
Degree: Master of Arts in Education, Educational
Management
Year Completed: 2015
Keywords: Classroom Management Styles
Academic Performance
District of Biri
Division of Northen Samar
Abstract:
This study determined the influence of the classroom
management styles of teachers on the academic performance
of the pupils in the elementary schools in the
District of Biri, Division of Northern Samar during the
School Year 2014-2015.

viii
Specifically, this study sought to answer the
following questions:
1. What is the profile of the teacher-respondents
in terms of the following variates:
1.1 age and sex;
1.2 civil status;
1.3 educational qualification;
1.4 average monthly family income;
1.5 number of relevant in-service trainings; and
1.6 number of years in teaching?
2. What is the profile of the administrator-
respondents in terms of the following personal attributes:
2.1 age and sex;
2.2 civil status;
2.4 number of years as school administrators;
2.6 number of family members; and
2.7 number of relevant in-service trainings
attended?
3. How do the teacher-respondents classify themselves
as to the following classroom management styles based on
their own perception:
3.1 authoritarian;
ix
3.2 authoritative;
3.3 democratic; and
3.4 laissez-faire?
4. How do the administrator-respondents classify
their teachers as to the following classroom management
styles based on their perception:
4.1 authoritarian;
4.2 authoritative;
4.3 democratic; and
4.4 laissez-faire?
5. Is there a significant difference between the
assessment of the teacher-respondents and
the administrator-respondent regarding the classroom
management styles employed by the teacher-
respondents?
6. Is there a significant relationship between the
teacher-respondents’ classroom management styles and their
personal variates?
7. What is the academic performance of the pupil
respondents based on their general average during the
School Year 2014-2015?
academic performance of the pupil-respondents based on

their general average during the School Year 2014-2015
x
and the teacher-respondents’ classroom management
styles?
9. What implications may be derived from the results
of this study?
Based on the aforecited specific questions, the
following hypotheses were drawn and tested:
1. There is no significant difference between the
assessment of the teacher-respondents and the
administrator-respondents regarding the classroom
management styles employed by the teacher-respondents.
2. There is no significant relationship between the
personal variates.
and the teacher-respondents’ classroom management styles.
This study made use of the descriptive-correlational
research method which utilized the questionnaire as
principal instrument.
Based on the statistical analyses employed, the study
found out that:
1. The mean age of this group of respondents was
calculated at 37.85 years old with a standard deviation

xi
(SD) of 11.20 years and a coefficient of variation (CV) of
0.30. Furthermore, majority of the teacher-respondents were
female.
2. Majority of the teacher-respondents were married
and only few of them were single and widowed.
3. Majority of the teacher-respondents had
baccalaureate degree as the highest educational
qualification. However, there were a number of them who had
advanced education.
4. The mean monthly family income earned by the
teacher-respondents was pegged at Php19,895.38 with a SD of
Php8,269.52 and a CV of 0.42.
5. The teacher-respondents attended several
trainings in the different levels – national, regional,
division, and district. Most of their trainings were in the
regional and district levels.
6. The mean number of years in teaching of the
teacher-respondents was 10.78 years with a SD of 9.64 years
and CV of 0.89.
7. The mean age of the administrator-respondents was
calculated at 47.67 years old with a SD of 5.12 years and
CV of 0.11 whereby majority of the them were female.
8. All of the administrator-respondents were
married.
xii
9. Half of the administrator-respondents were in the
doctoral level while few of them were in the master’s level
and baccalaureate degree.
10. The mean number of years as administrator of the
administrator-respondents was 5.50 years with a SD of 1.22
years and CV of 0.22.
administrator was Php38,666.67 with a SD of Php14,375.91
and CV of 0.37.
12. The mean number of family members of the
administrator-respondents was six with a SD of two members
and CV of 0.33.
13. The administrator-respondents attended several
trainings also in the different levels – national,
regional, division, and district. Most of their trainings
were in the regional and district levels.
14. The two groups of respondents arrived at the same
adjectival classification of the classroom management
styles of the teacher-respondents along authoritarian
classroom management style. However, they slightly differed
in the numerical assessment. The teacher-respondents gave a
grand weighted mean of 2.78 while the administrator-
respondents gave a grand weighted mean of 2.70 with the
same adjectival interpretation of “neutral.”

xiii
styles of the teacher-respondents along authoritative
classroom management style. However, they differed in the
numerical assessment. The teacher-respondents gave a grand
weighted mean of 4.10 while the administrator-respondents
gave a grand weighted mean of 3.67 with the same adjectival
interpretation of “agree.”
styles of the teacher-respondents along democratic
interpretation of “neutral.”
styles of the teacher-respondents along laissez-faire
interpretation of “disagree.”
xiv
18. None of the personal variates of the teacher-
respondents proved to have an influence to the classroom
management styles they practiced in school along
authoritarian, authoritative, democratic, and laissez-
faire.
19. The mean academic performance of the pupil-
respondents based on their final grade during the School
Year 2014 – 2015 was pegged at 81.15 with a SD of 2.33 and
CV of 0.03.
20. In the association of the academic performance of
the pupil-respondents and the classroom management styles
practiced by the teacher-respondents, the following results
were arrived at: authoritarian, not significant;
authoritative, significant; democratic, significant;
laissez-faire, not significant.
Wherefore, it was recommended that:
1. As it is revealed in this study that pupils’
academic performance was significantly influenced by both
the authoritative and democratic classroom management
styles practiced by the teachers, it is recommended that
teachers at all times should practice authoritative-
democratic classroom management styles in the classroom all
the time as a strategy to boost the academic performance of
the pupils. The greater extent the teachers assume

xv
authority in the classroom and allow the pupils to explore
their innate abilities would compel the pupils to excel
more in their academic performance.
2. Although the other identified classroom management
styles did not prove significantly influencing the academic
performance of the pupils, they can still be practiced by
the teachers in moderation. As teachers, they should be
contingent in the use of classroom management styles, that
is, they should practice what is appropriate for a
situation and not practicing similar styles which might not
be appropriate for a certain situation.
3. The teachers should be encouraged to explore
other classroom management styles which may be effective in
raising the academic performance of the pupils.
4. This study could be of practical value in the
light of the implementation of the K to 12 Program of the
government.
5. Another study may be conducted to validate the
findings of this study.
6. A sequel study may be conducted exploring other
classroom management styles which might influence the
academic performance of the pupils.

xvi
TABLE OF CONTENTS
TITLE PAGE . . . . . . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . . . . . . . ii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . iii
DEDICATION . . . . . . . . . . . . . . . . vi
THESIS ABSTRACT . . . . . . . . . . . . . . . . vii
TABLE OF CONTENTS . . . . . . . . . . . . . . . xvi
LIST OF TABLES . . . . . . . . . . . . . . xxi
LIST OF FIGURES . . . . . . . . . . . . . . . xxiv
Chapter Page
1 THE PROBLEM AND ITS BACKGROUND . . . . . . 1
Introduction . . . . . . . . . . . . 1
Statement of the Problem . . . . . . . 6
Hypotheses . . . . . . . . . . . . . 9
Theoretical Framework . . . . . . . . 9
Conceptual Framework . . . . . . . . 13
Significance of the Study. . . . . . . 16
Scope and Delimitation . . . . . . . . 18
Definition of Terms. . . . . . . . . . 19
2 REVIEW OF RELATED LITERATURE

AND STUDIES . . . . . . . . . . . 24
Related Literature . . . . . . . . . . 24
Related Studies . . . . . . . . . . . 39
3 METHODOLOGY . . . . . . . . . . . . . 49
xvii
Research Design . . . . . . . . . . . 49
Locale of the Study. . . . . . . . . . 50
Instrumentation . . . . . . . . . . . 53
Validation of Instrument . . . . . . . 55
Sampling Procedure. . . . . . . . . . 56
Data Gathering Procedure . . . . . . . 56
Statistical Treatment of Data. . . . . 58
4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA . . . . . . . . . . . . . . . 62
Profile of Teacher-Respondents . . . . 62
Age and Sex. . . . . . . . . . . . 62
Civil Status . . . . . . . . . . . 64
Educational Qualification. . . . . 65
Average Monthly Family Income. . . 66
Number of Relevant In-Service

Trainings. . . . . . . . . . . 67
Number of Years in Teaching. . . . 69
Profile of Administrator-Respondents.. 71
Age and Sex. . . . . . . . . . . . 71
Civil Status . . . . . . . . . . . 72
Educational Qualification. . . . . 73
Number of Years as Administrator . 74
Average Monthly Family Income. . . 75
Number of Family Members . . . . . 76
Number of Relevant In-Service

Trainings. . . . . . . . . . . 77
xviii
Classification of Classroom Management

Styles of Teacher-Respondents. . . 79
Authoritarian. . . . . . . . . 79
Authoritative. . . . . . . . . 82
Democratic . . . . . . . . . . 85
Laissez-Faire. . . . . . . . . 87
Comparison of the Classification of

Classroom Management Styles of
Teacher-Respondents Between the
Perceptions of the Two Groups of
Respondents. . . . . . . . . . . . 90
Authoritarian. . . . . . . . . 90
Authoritative. . . . . . . . . 94
Democratic . . . . . . . . . . 97
Laissez-Faire. . . . . . . . . 100
Relationship Between the Teacher-

Respondents’ Classroom Management
Styles and Their Personal
Variates . . . . . . . . . . . . . 104
Authoritarian. . . . . . . . . 104
Authoritative. . . . . . . . . 111
Democratic . . . . . . . . . . 119
Laissez-Faire. . . . . . . . . 127
Academic Performance of Pupils Based

on Their General Average . . . . . 134
Relationship Between the Academic

Performance of the Pupil-
Respondents and the Classroom
Management Styles of the Teacher-
Respondents . . . . . . . . . . . 136
Implications Derived from the

xix
Findings of the Study . . . . . . 142
5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS . . . . . . . . . . . 144
Summary of Findings. . . . . . . . . 144
Summary of Conclusions . . . . . . . 148
Summary of Recommendations . . . . . 151
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . 153
APPENDICES . . . . . . . . . . . . . . . . . . . 159
A Approval of Research Title . . . . . . 160
B Assignment of Adviser . . . . . . . . . 161
C Letter of Approval to the Schools

Division Superintendent . . . . . . 162
D Letter to the District Supervisor . . . 163
E Letter to the Cluster Head of Bagong

Silang, Langub-langub Elementary
Schools . . . . . . . . . . . . . . 164
F Letter to the Cluster Head of Basud,

Talisay, and Tampipi Elementary
Schools. . . . . . . . . . . . . . 165
G Letter to the Head of Biri Elem. Sch. . 166
H Letter to the Cluster Head of Cawayan,

Macaret, and Salvacion Elementary
Schools. . . . . . . . . . . . . . 167
I Letter to the Head of Palhugan

Elementary School. . . . . . . . . 168
J Letter to the Head of San Antonio

Elementary School . . . . . . . . . 169
K Cover Letter to the Teacher- and

Administrator-Respondents . . . . . 170
L Questionnaire for the Teacher-

xx
Respondents . . . . . . . . . . . . 171
M Questionnaire for the Administrator-
Respondents. . . . . . . . . . . . 174
N Classroom Management Profile/Style

Statements. . . . . . . . . . . . . 177
CURRICULUM VITAE. . . . . . . . . . . . . . . . . 179

xxi
LIST OF TABLES
Table Page
1 Respondents of the Study. . . . . . . . 57
2 Age and Sex of Teacher-Respondents. . . 63
3 Civil Status of Teacher-Respondents . . 65
4 Educational Qualification of Teacher-

Respondents . . . . . . . . . . . . 66
5 Average Monthly Family Income of

Teacher-Respondents . . . . . . . . 67
6 Number of Relevant In-service Trainings

of Teacher-Respondents . . . . . . . 68
7 Number of Years in Teaching of Teacher-

Respondents. . . . . . . . . . . . . 70
8 Age and Sex of Administrator-

Respondents . . . . . . . . . . . . 72
9 Civil Status of Administrator-

Respondents . . . . . . . . . . . . 73
10 Educational Qualification of
Administrator-Respondents. . . . . . 73
11 Number of Years as School Administrator

of Administrator-Respondents . . . . 74
12 Average Monthly Family Income of

13 Number of Family Members of

14 Number of Relevant In-service Trainings

of the Administrator-Respondents . . 77
15 Classification of Classroom Management

Styles of Teacher-Respondents as
Perceived by the Two Groups of
xxii
Respondents Along Authoritarian. . . 80

Respondents Along Authoritative. . . 83

Respondents Along Democratic. . . . 86

Respondents Along Laissez-Faire . . 89
19 Comparison of the Classification of the

Classification of Classroom Manage-
Ment Styles of Teacher-Respondents
Between the Perceptions of the Two
Groups of Respondents Along
Authoritarian . . . . . . . . . . . 92

Authoritative. . . . . . . . . . . 95

Democratic . . . . . . . . . . . . 99

Laissez-Faire. . . . . . . . . . . 101
23 Relationship Between the Teacher-

Styles and Their Personal Variates
xxiii
Along Authoritarian. . . . . . . . 105

Along Authoritative. . . . . . . . 113

Along Democratic . . . . . . . . . 121

Along Laissez-Faire. . . . . . . . 128
27 Academic Performance of Pupils Based

On Their General Average
During School Year 2014-2015 . . . 135
28 Relationship Between the Academic

Performance of the Pupils Based on
Their General Average During the
School Year 2014-2015 and the
Teacher-Respondents’ Classroom
Management Styles. . . . . . . . . 137
xxiv
LIST OF FIGURES
Figure Page
1 The Conceptual Framework of the

Study . . . . . . . . . . . . . 14
2 The Map of the District of Biri,

Northern Samar Division . . . . 52
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is more than reading, writing, and
arithmetic. It is one of the most important investments a
country can make in its people and its future, and is
critical to reducing poverty and inequality
(http://www.globalpartnership.org/education, November 22,
2014).
This is one of the very reasons why one of the
priorities of the Philippine government is education as
stated under Article II, Section 17 of the 1987
constitution: “The State shall give priority to education,
science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, and
promote total human liberation and development”
(http://www.lawphil.net/consti/cons1987.html, November 26,
2014).
Furthermore, Article XIV, Section 5, paragraph 5 of
the above-cited constitution states that “The State shall
assign the highest budgetary priority to education and
ensure that teaching will attract and retain its rightful
share of the best available talents through adequate
remuneration and other means of job satisfaction and

2
fulfillment” (http://www.lawphil.net/consti/ cons1987.html,
November 26, 2014).
This, in essence, cites education as the number one
priority of the government. It is incumbent, therefore,
among the education officials and authorities to ensure
that the biggest budget allocation will not be put into
waste by maintaining a high quality of education.
Quality education includes learners who are healthy,
well-nourished and ready to participate and learn, and
supported in learning by their families and communities;
environments that are healthy, safe, protective and gender
sensitive, and provide adequate resources and facilities;
and content that is reflected in relevant curricula and
materials for the acquisition of basic skills, especially
in the areas of literacy, numeracy and skills for life, and
knowledge in such areas as gender, health, nutrition,
HIV/AIDS prevention and peace
(http://www.unicef.org/education/files/QualityEducation.PDF
November 15, 2014).
Furthermore, quality education also includes processes
through which trained teachers use child-centred teaching
approaches in well-managed classrooms and schools and
skillful assessment to facilitate learning and reduce
disparities; and outcomes that encompass knowledge, skills

3
and attitudes, and are linked to national goals for
education and positive participation in
society.
By implication, education, therefore, happens only if
the aspects of “teaching” and “learning” are present.
Teaching is the responsibility of the teacher, a
professional adult person trained for the job. Learning is
done by the learners by using optimally the learning
resources and undergoing the planned learning experiences
(Palma, 2005:80).
Classroom management is an integral part of the
teaching process. It suggests providing a classroom
environment that is conducive to learning, such as
appropriate time scheduling for various activities and an
orderly placement of furnitures and instructional materials
(Bilbao, et al., 2006:58).
In effect, the aforecited citation emphasizes the
importance of classroom management in the teaching-learning
process.
As every teacher is probably aware of, imparting
knowledge to pupils (“teaching”) in the classroom does not
merely entail mastery of whatever area of knowledge that is
being taught. The exercise likewise requires skill in
handling the class to ensure that the pupils stay attentive

4
and behave in such a way that no one distracts anyone while
the group is in a learning session.
Zulueta (1991:132) posits that little learning happens
in a classroom where a teacher has no control over
the students notwithstanding the educator’s potential. The
attainment of the teacher’s desired outcome in the teaching
activities depends largely on the ability of the teacher to
create a classroom condition that is favorable or conducive
for learning.
It is for this reason that Lardizabal, et al.(1991:79)
consider classroom management as an integral part of
teaching.
This position was in effect corroborated by Weinstein
and Mignano, Jr. (2003:112) in saying that the goal of
classroom management is achieving order so that productive
learning can occur.
As with most aspects of teaching, a teacher’s
personality and his actual method of implementation
with regard to management techniques, will have a direct
bearing on the outcome. Consequently, what may work for one
person, may not work for another or, it is possible that a
school’s ethos or policy statements, may not allow for a
teacher’s particular behavior management style.
Inherent in classroom management is the application of

5
appropriate classroom management practices. In fact, one of
the biggest challenges for all teachers and
especially first year teachers is how to handle classroom
management.
There are many different classroom management
practices and each teacher has to find what works best
for them
(http://teaching.about.com/od/classroommanagement/tp/Classr
oom-Management-Tips.htm, November 15, 2014).
A recent report found that educators believe that the
secret to effective discipline as a component of effective
classroom management is proactively building relationships,
not reacting punitively to student misbehavior
(http://www.edutopia.org/classroom-management-relationships
-strategies-tips November 15, 2014).
In the District of Biri, records revealed that the
Mean Percentage Score (MPS) in the National Achievement
Test (NAT) results for the School Years 2011-2012 to
2013-2014 (EMIS Biri District) were far below its minimum
competency target of 75.00. For School Year 2011-2012, the
MPS was 44.96 while the MPSs of the School Years 2012-2013
and 2013-2014 were 42.91 and 54.64, respectively; for an
overall average MPS of 47.50. This shows a very wide gap
between the actual result and the desired target.

6
Furthermore, the summary of performance rating of
teachers of the District of Biri (EMIS, Northern Samar
Division) for School Years 2012-2013, 2013-2014 and 2014-
2015 showed that the average overall rating for the three
consecutive school years was 8.94, which was qualitatively
described as “Very Satisfactory”. This showed incongruence
with the above-cited NAT results of the students.
Finally, a perusal of the components of the Revised
Performance Appraisal System for Teachers (RPAST) does
not cover a substantial portion on the management styles
employed by the teachers in assessing their performance.
It is on the bases of the results of the foregoing
environmental scanning that the researcher was motivated to
conduct this study.
Statement of the Problem
This study determined the influence of the classroom
management styles of teachers on the academic performance
of the pupils in the elementary schools in the
District of Biri, Division of Northern Samar during the
School Year 2014-2015.
Specifically, this study sought to answer the
following questions:
1. What is the profile of the teacher-respondents
in terms of the following variates:

7
1.1 age and sex;
1.2 civil status;
1.5 number of relevant in-service trainings; and
1.6 number of years in teaching?
2. What is the profile of the administrator-
respondents in terms of the following personal attributes:
2.1 age and sex;
2.2 civil status;
2.4 number of years as school administrators;
2.6 number of family members; and
2.7 number of relevant in-service trainings
attended?
3. How do the teacher-respondents classify themselves
as to the following classroom management styles based on
their own perception:
3.1 authoritarian;
3.2 authoritative;
3.3 democratic; and
3.4 laissez-faire?
4. How do the administrator-respondents classify

8
their teachers as to the following classroom management
styles based on their perception:
4.1 authoritarian;
4.2 authoritative;
4.3 democratic; and
4.4 laissez-faire?
5. Is there a significant difference between the
assessment of the teacher-respondents and
the administrator-respondents regarding the classroom
management styles employed by the teacher-
respondents?
personal variates?
7. What is the academic performance of the pupil-
School Year 2014-2015?

and the teacher-respondents’ classroom management
styles?
9. What implications may be derived from the results
of this study?
9
Hypotheses
Based on the aforecited specific questions, the
following hypotheses were drawn and tested:
1. There is no significant difference between the
assessment of the teacher-respondents and the
administrator-respondents regarding the classroom
management styles employed by the teacher-respondents.
personal variates.
and the teacher-respondents’ classroom management styles.
Theoretical Framework
This study is anchored on the following theories and
philosophy: (1) Lewin’s Theory on Learning; (2) Glasser’s
Reality Theory;(3)Dewey’s Theory on Experience and
philosophy of pragmatism; and (4)Gardner’s Multiple
Intelligences.
Lewin’s Theory of Learning (Calderon, 1999:52-53) had
a great bearing in this study because it centers on the
learner’s active role in the pursuit of learning, not a
passive one.
10
According to Lewin, an individual lives in a life
space, his environment. External forces act on him. His
drives, ideas, concepts, feelings, attitudes and insights
constitute the internal forces that interact on him, too.
Lewin further stressed that the resultant of these two
groups of forces, the internal and external, is the
behavior of the individual.
Since external forces continually act on the
individual, and internal forces continuously interact with
them, continuous changes in the behavior of the individual
occur, Lewin added. Moreover, external forces continuously
produce tensions of different degrees on intensity in the
individual. These tensions serve as motivating forces for
the individual to make adjustments to his environment.
Another theory that strengthened this study is the
Glasser’s Reality Theory (http://educ-
reality.com/behaviour-management-theories/,November 20,
2014). This theory’s basis is on the need of students to
maintain their self-worth in order to continue with their
improvement in behavior, and therefore, academic
achievement. The foundation of the Reality Theory is the
idea that regardless of what has happened in our lives, we
are able to choose more appropriate behaviors that will
help us meet our needs more effectively in the future.

11
Dewey’s pragmatism philosophy also reinforced the
anchorage of this study. Dewey is probably most famous for
his role in what is called progressive
education. Progressive education is essentially a view of
education that emphasizes the need to learn by doing. Dewey
believed that human beings learn through a 'hands on'
approach. This places Dewey in the educational philosophy
of pragmatism (http://study.com/academy/lesson/john-dewey-
on-education-impacttheory.html October 12, 2014).
Pragmatists believe that reality must be experienced.
From Dewey's educational point of view, this means that
students must interact with their environment in order to
adapt and learn. Dewey felt that the same idea was true for
teachers and that teachers and students must learn
together. His view of the classroom was deeply rooted in
democratic ideals, which promoted equal voice among all
participants in the learning experience.
Dewey’s philosophy tends to veer toward democratic
style of classroom management.
Finally, Gardner’s Theory on Multiple Intelligences
also strengthened the anchorage of this study. Gardner of
Harvard has identified seven distinct intelligences. This
theory has emerged from recent cognitive research and
documents the extent to which students possess different

12
kinds of minds and therefore learn, remember, perform, and
understand in different ways
(http://www.tecweb.org/styles/gardner.html, October 12,
2014).
According to this theory, all are able to know the
world through language, logical-mathematical analysis,
spatial representation, musical thinking, the use of the
body to solve problems or to make things, an understanding
of other individuals, and an understanding of ourselves.
Where individuals differ is in the strength of these
intelligences – the so-called profile of intelligences -and
in the ways in which such intelligences are invoked and
combined to carry out different tasks, solve diverse
problems, and progress in various domains.
Gardner says that these differences "challenge an
educational system that assumes that everyone can learn the
same materials in the same way and that a uniform,
universal measure suffices to test student learning. He
argues that a contrasting set of assumptions is more likely
to be educationally effective. Students learn in ways that
are identifiably distinctive. The broad spectrum of
students – and perhaps the society as a whole- would be
better served if disciplines could be presented in a number
of ways and learning could be assessed through a

13
variety of means(http://www.tecweb.org/styles/gardner.html,
October 12, 2014).
Gardner’s theory reinforced that dealing with the
pupils requires an assortment of classroom management
styles that would suit individual differences.
Conceptual Framework
Figure 1 presents the conceptual framework of the
study.
The base of the figure serves to represent the
research environment which includes the elementary school
teachers, school administrators and pupils in the District
of Biri, Northern Samar Division for School Year 2014-2015.
The different arrows guided the researcher in the
conduct of this study. At the top above the base arrow is
the biggest box which contains three (3) major frames in
which the middle major frame contains three (3) minor
frames. The topmost minor frame contains the variable
administrator-respondents; the middle minor frame has the
four (4) classroom management styles of authoritarian,
authoritative, democratic and laissez-faire and the
bottommost minor frame which bears the variable of teacher-
respondents.
14
IMPROVED ACADEMIC
PERFORMANCE OF PUPILS
FINDINGS AND IMPLICATIONS OF THE STUDY
ADMINISTRATOR-
RESPONDENTS
TEACHER-
RESPONDENTS’
PROFILE
F
F ●Age and Sex E
E ●Civil Status CLASSROOM E
E ●Educational MANAGEMENT STYLES PUPIL- D
D Qualification RESPONDENTS’ B
B ●Average  Authoritarian ACADEMIC A
A Monthly  Authoritative PERFORMANCE C
C Family Income K
 Democratic
K ●Number of School Year
 Laissez-faire
Relevant In- 2014-2015
Service
Trainings
●Number of
Years in
Teaching
TEACHER-
RESPONDENTS
ELEMENTARY SCHOOL TEACHERS SCHOOL ADMINISTRATORS PUPILS
BIRI DISTRICT, NORTHERN SAMAR
Figure 1. The Conceptual Framework of the Study

15
At the left side of the middle major frame is a box
that contains the teacher-respondents’ profile variates
which are the age and sex, civil status, educational
qualification, average monthly family income, number of
relevant in-service training, and number of years in
teaching. These were correlated with the perceived
classroom management styles to determine if significant
relationships existed.
The rightmost major frame contains the dependent
variable of pupil-respondents’ academic performance. This
was correlated with the four types of classroom management
styles as perceived by the teacher-respondents. The
academic performance of the pupil-respondents was based on
their general average for the School Year 2014-2015.
The independent perceptions of the two groups of
respondents, i. e., teacher- and administrator-respondents,
were compared if there existed a significant difference as
regards to the different classroom management styles such
as authoritarian, authoritative, democratic and laissez-
faire.
The findings of this study had drawn implications that
provided feedback mechanism to the research environment of
this study and was hoped to contribute to the ultimate goal
of this study which is improved academic performance of the

16
elementary school pupils. Consequently, the concerned
pupils would perform much better in academic-related
activities.
Significance of the Study
The findings and results of this study gave
significant inputs to help improve the conduct of the
teaching-learning activities. Specifically, it was hoped
that this study would provide valuable benefits to the
following educational stakeholders: elementary school
teachers, school administrators, pupils, Department of
Education (DepEd) officials, parents, community, and future
researchers.
To the Elementary School Teachers. The findings of
this study would enable the teachers to apply the varied
and appropriate classroom management styles in order for
their pupils would improve the latter’s academic
performance. This makes the teaching-learning process more
meaningful.
To the School Administrators. Awareness of the
classroom management styles of their teachers would
help the administrators plan mechanisms: strategies and
techniques to improve the appropriate styles that their
teachers should embrace.

17
To the Pupils. The pupils are the direct beneficiaries
of this study. This is due to the fact that the necessary
adoption of appropriate classroom management styles by
their teachers would improve the educative process; hence,
better academic performance.
To the Department of Education (DepEd) Officials . The
DepEd officials are hoped to benefit from this study in
crafting policies that would improve the classroom
management styles of teachers; hence, better academic
performance of students.
To the Parents. The parents could also benefit from
this study because the research results would help them
understand the importance of partnering with teachers to
improve the academic performance of their children.
To the Community. Indirectly, the community would
benefit from this study. Improved performance of the pupils
as a consequence of improved teaching classroom management
would produce future citizens who would be productive and
even role models of the community.
To the Future Researchers. The findings of this study
would be of great importance to the future researchers who
woul embark on similar or parallel study. This may also
serve as a related material for them.

18
Scope and Delimitation
This study was conducted in the District of Biri in
Northern Samar Division. Total enumeration was employed for
the three (3) groups of respondents: elementary school
teachers, school administrators and pupils.
This study was limited to the determination of the
influence of the classroom management styles on the
academic performance of the pupils in Biri District. The
different classroom management styles include:
authoritarian, authoritative, democratic and laissez-faire.
The teacher-respondents assessed themselves through
their own perception as regards to their management styles.
To countercheck the teacher-respondents’ responses,
their respective administrators assessed them also through
their perception using the same instrument.
The aforementioned two sets of perceptions were
compared statistically. Furthermore, the data on personal
variates of the teacher-respondents were associated with
their own perceived management styles and the latter were
associated with the academic performance of the pupil-
respondents.
The study was conducted during the School Year
2014-2015.
19
Definition of Terms
The following terms used in this study are hereunder
defined conceptually and operationally for a common frame
of reference.
Academic Performance. The academic achievement that
represents performance outcomes that indicate the extent to
which a person has accomplished specific goals which were
the focus of activities in instructional environments,
specifically in school, college, and university
(http://www.oxfordbibliographies.com/view/document/obo-
9780199756810/obo-9780199756810-0108.xml, November 20,
2014). In this study, it refers to the general average of
the pupils for School Year 2014-2015.
Administrative Experience. It refers to any type of
work that is done in which the individual managing the
affairs of an organization will qualify as an
administrative experience (http://www.the
fredictionary.com, June 25, 2015). Operationally, it means
the number of years as an elementary school administrator.
Administrator. This is the person who administers an
institution (The New Lexicon Dictionary, 1997:11). In this
study, it refers to the head of each of the eleven
elementary schools or clustered schools in Biri District,
Northern Samar Division.

20
Average Monthly Family Income. Whatever is received as
gain, e. g. wages or salary (The New Lexicon Webster’s
Encyclopedic Dictionary, 1997:489). As used in this study,
it means the aggregate monthly family income.
Authoritarian. It is the profile of the teacher who
places firm limits and controls on the students. This
teacher prefers vigorous discipline and expects swift
obedience(http://www.pent.ca.gov/pos/cl/es/classroommanagem
entstyle.pdf,November 10, 2014). This definition holds true
in this study.
Authoritative. The authoritative teacher places limits
and controls on the students but simultaneously encourages
independence. The authoritative teacher is also open to
considerable verbal interaction, including critical
debates (http://www.pent.ca.gov/pos/cl/es/classroom
managementstyle.pdf,November 10, 2014). This definition is
also adopted in this study.
Civil Status. In general terms, it is a classification
of the legal state of a person whether he is single,
married, widowed, separated or divorced (The New Lexicon
Webster’s Encyclopedic Dictionary, 1997:180).
Classroom Management. It refers to the teacher’s
ability to create and maintain orderly classroom (Pila, et
al., 2013:17). As used in this study, it means the ability

21
of the teacher to control the flow of the teaching-learning
process.
Classroom Management Style. It refers to the attitude
toward how a teacher handles a classroom
(https://blog.udemy.com/classroommanagement-styles/, Nov.
10, 2014). In this study, these classroom management
styles include authoritarian, authoritative, democratic,
and laissez-faire.
Democratic. It is the type of teacher who places few
demand or controls on the students
(http://www.pent.ca.gov/pos/cl/es/classroommanagementstyle.
pdf,November 10, 2014).
Educational Qualification. This means the required
training or instruction fitting a person for particular
appointment (Webster, 1997:298).
Influence. This means the effect of something on a
person, thing, or event (Microsoft® Encarta® 2009. © 1993-
2008 Microsoft Corporation). As used in this study, it
refers to the effect of the four classroom management
styles such as authoritarian, authoritative, democratic and
laissez-faire on the pupils’ academic performance.
In-service Training. It refers to the activity
intended to boost administrators’ and teachers’
professional qualities conducted after their pre-service

22
education and, in most cases, offered during teachers’ and
administrators’ consignment or term of tenure as mentors
and as administrators, respectively (Lardizabal, 1995:10).
Laissez-faire. The laissez-faire teacher is not very
involved in the classroom. This teacher places few demands,
if any, on the students and appears generally uninterested.
The laissez-faire teacher just doesn't want to impose on
the students
(hhttp://www.pent.ca.gov/pos/cl/es/classroommanagementstyle
pdf,November 10, 2014).
Perception. It is the mental grasp of objects,
qualities, etc. by means of the senses, awareness, and
comprehension (Webster Dictionary, 1978:1054). In this
study, it refers to the awareness of the respondents as
regards to the classroom management styles whether
authoritarian, authoritative, democratic or laissez-faire.
Pupil. It refers to the young student taught at school
or by a private teacher (Microsoft® Encarta® 2009. ©
1993-2008 Microsoft Corporation, June 6, 2015).
Operationally, it refers to the group of learners whose
academic performance were subjected to documentary analysis
by the researcher. They were the elementary grade schoolers
of the eleven elementary schools of Biri District, Northern
Samar Division.
23
Teacher. It refers to the act of teaching or the
person who teaches (The New Lexicon Webster’s Encyclopedic
Dictionary, 1997:1015). In this study, it refers to the
group of elementary school teachers who was surveyed by
the researcher. This group comes from the Biri District,
Northern Samar Division.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature
and studies which greatly helped the researcher enrich this
study. These materials were carefully perused and the
excerpts were hereby presented to strengthen this study.
These readings were taken from the works of various
authorities and researchers and other authoritative
sources.
Related Literature
The following set of literature was reviewed by the
researcher in order to strengthen the anchorage of this
study. These materials were found to be related to the
study at hand.
A perusal of the Philippine educational system would
show that education serves as focus of emphases or
priorities of the leadership at certain periods or epochs
in our national struggle as a race (Bilbao, et al.,
2006:144).
This idea of Bilbao, et al., indeed, supports the
truism that education, as a prime concern of the
government, considers it as its topmost priority as stated
in the organic law of the land under Article XIV, Section
5, paragraph 5 of the aforecited constitution states that

25
“The State shall assign the highest budgetary priority to
education and ensure that teaching will attract and
retain its rightful share of the best available talents
through adequate remuneration and other means of job
satisfaction and fulfillment”
http://www.lawphil.net/consti/cons1987.html, November 26,
2014).
Authorities agree that education may mean any or all
of the following definitions: (1) the act or process of
acquiring knowledge, especially systematically during
childhood and adolescence;(2) the knowledge or training
acquired by this process;(3) the act or process of
imparting knowledge, especially at a school, college, or
university; (4) the theory of teaching and learning; (5) a
particular kind of instruction or training; (6) implies a
discipline and development by means of study and learning;
and (7) it is the development of the abilities of the mind
(http://dictionary.reference.com/browse/education,October
23, 2014).
Along this line, education, therefore, must be pursued
in the spirit of quality and excellence so that the
gargantuan budget put into it will serve this purpose.
The Education Act of 1982, which articulates the
constitutional mandate on quality education, in a

26
declaration of basic policy (Gellor, 1984:33) states that:
a) It is the policy of the State to establish and maintain
a complete, adequate and integrated system of education
relevant to the goals of national development; b) The State
shall promote the right of every individual to relevant
quality education, regardless of sex, age, creed, socio-
economic status, physical and mental conditions, racial or
ethnic origin, political or other affiliation. The State
shall, therefore, promote and maintain equality of access
to education as well as the enjoyment of the benefits of
education by its citizens; and c) The State recognizes that
formal education of the school system, is society’s primary
learning system of the country’s educational goals and
objectives.
Morphet (1967:6) said that every society and nation
has been and will continue to be confronted within the same
basic problem: How can its members, especially the children
and the youth, best learn what they must know and what they
should do to survive and continue the preservation and
improvement of the group to which they belong? This
necessitates for undertaking measures to achieve quality
education.
Quality education implies an upgrading of educational
standards - a process that refers to the attainment of

27
excellence in education as well as in life. There are
elements to be considered in achieving quality education:
1) curriculum content and materials, 2) instructional
strategies and aids, 3) evaluation, 4) teacher quality and
5) physical facilities. Evaluation is also important in
quality education that is why pupil performance needs to
be evaluated as basis for improving instruction (Sutaria,
1984:20).
Salandanan (2007:79) emphasized that classroom climate
is a function of the learners’ attitudes and perceptions.
This means that students are likely to form a mental
climate that is conducive to learning. Moreover, attitude
and perceptions greatly affect the learners’ mental climate
that could either hinder or facilitate their learning. She
further said that teacher quality is a major element in
achieving quality education.
There are several factors that affect the delivery of
mastery learning toward quality education but the teachers,
of course, are the most vital. It follows the general
dictum that the quality of education cannot rise above the
quality of teachers (Cortes, 1994:195).
As a quality teacher in delivering quality teaching
toward quality education, Bilbao, et al. (2006:58)

28
asserted that classroom management is an integral part
of the teaching process. It suggests at providing a
classroom environment that is conducive to learning such as
appropriate time scheduling for various activities and an
orderly placement of furnitures and instructional
materials. A clean and well-lighted area, together with a
comfortable seating arrangement, make the classroom an
inviting place for promoting interaction and a much
welcomed feeling of togetherness.
The aforecited authors emphasize that teachers play
various roles in a typical classroom, but surely one of the
most important is that of being a 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
teachers 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 doesn't 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.
According to Castillon-Boiser ( 2003:4-5), effective

29
teachers are expected to do well in the area of classroom
management. Here, the teacher develops good managerial
techniques. They make students know what to expect; they
need students to know what to do if they need help; they
impose rules and follow through with reminders and rewards;
and they don’t respond to discipline problems emotionally.
Bilbao, et al. (2006:67) further stressed that
discipline constitutes the next important concern of
teachers as part of classroom management. Discipline is
controlled behavior. No matter how well-managed a learning
environment is, students will occasionally misbehave.
Teachers must be ready to deal with them with utmost care
and consideration.
Basically, when a supervisor initially walks into a
classroom, he/she does not assess its effectiveness based
on the students’ grades, writing skills, or state test
scores (https://blog.udemy.com/effective-classroom-
management-2/, November 20, 2014). Instead, he/she looks
to see how effective the classroom management is. Such as
how well the students conduct themselves, how well they can
work collaboratively with each other, and how effective the
teacher’s discipline is on them. All of these factors are a
result of effective classroom management, and every great
teacher will tell you that you must first learn how to
30
maintain classroom discipline before honing in on students’
academic goals and needs. After all, how can you
effectively teach and learn in an ineffective environment?
Additionally, classroom management is important
because of the following reasons
(https://blog.udemy.com/effective-classroom-management-2/,
November 20, 2014):
Firstly, it engages students. This means that students
who are engaged in lessons and the learning material will
be able to register the information better and be able to
apply their knowledge when it comes to test taking.
Secondly, it keeps students prepared. When teachers
and students are prepared to learn, lessons and learning
will be easier to be administered and the results will be
more effective.
Finally, it boosts confidence. In an effective
classroom, teachers are able to give more attention to each
student and structure lesson plans to meet certain
needs. All of these factors will help in boosting the
confidence of students.
Lardizabal (1991:69) suggested that learning becomes
interesting and enjoyable under a helpful working condition
so much so that managing a classroom necessitates foresight
and planning.
31
The author opined that classroom management includes
operation and control of activities involving even the
smallest of elements as seating arrangement and
utilization of instructional materials. The creation of a
favorable condition in the classroom is difficult to attain
if attention is not likewise directed to details such as
the ones mentioned. Those and classroom courtesies,
discipline, attendance, and even the classroom teacher
himself make up the system.
It is suggested that success of the teaching
activities in the classroom depends largely on the skill of
the teacher in managing such activity.
The above-cited idea of Lardizabal is corroborated by
Zulueta (1991:65) who asserted that regardless of a
teacher’s potential little learning will take place in the
classroom if he is unable to manage his students. This
assertion was attested by Weinstein and Mignano, Jr.
(2003:174) in saying that classroom management is the
single greatest influence on student learning.
In this regard, Weinstein and Mignano, Jr.(2003:174)
asserted that the promotion of learning is the fundamental
purpose of classroom management. It is not about attaining
order for its own end but achieving order so that learning
can happen.
32
The authors assumed that for a teacher to be truly
effective, he must be ready to direct the classroom
behavior of students aiming for an environment in which
they behave properly not out of fear of punishment but out
of a sense of personal duty.
This will happen most likely if the teacher views
classroom management as a process of guiding and
structuring events while downplaying his disciplinary role.
The emphasis is on averting misbehavior rather than on
coping with it.
Singh and Padilla (1990:87) listed five major concerns
in classroom management, to wit: (1) individual concern
which means using time effectively so that individual help
can be provided for all students. It connotes directing
one’s attention to individual characteristics; (2)
harnessing self-direction which means helping students
become responsible to form their own behavior in the
completion and performance of assignments; (3)
encouragement which means stimulating student’s interest
and curiosity to learn. Motivation process should be
employed; (4)reaching out to students which means helping
students to cooperate in changing negative attitude to
positive classroom behavior; and (5) disciplining student’s
behavior. Teachers who cannot attain the standard behavior

33
of students inside the classroom cannot become effective.
Singh and Padilla stressed that a teacher should
possess the qualities of controlling students in a positive
and consistent way.
It is for this reason that Tauber (1999:154), urged
teachers to read more often books and articles on
classroom management as part of their professional
development in order to enhance their effectiveness through
increased knowledge and skills. He further commented that
“No classroom management technique will be effective for as
long as effective teaching is absent”.
Tauber explained that classroom management models, and
their accompanying strategies are not substitutes for good
teaching. He regarded effective teaching as a preventive
discipline measure that really keeps students actively
participating and wanting to learn more that they are not
likely to create problems.
Undeniably, effective, stimulating, and interesting
teaching can help prevent discipline problems in the
classroom.
Teachers have different attitudes towards how
they handle a classroom. While differing personalities have
a definite impact on how classrooms are run, these are not
the only factors. Teachers adopt certain classroom

34
management styles that may display much about both their
personality and their personal beliefs on how students
should be taught. Classroom management is consistently
identified as an essential component of effective teaching.
Knowing the difference in classroom management styles is
crucial in finding what works and does not work in the
classroom. Having a specific teaching style, or
incorporating a mix of styles and pulling from what you
deem best from each, only benefits the student and makes
your job that much easier. But before you decide on what
works for you, and what you want to avoid altogether, it is
integral to know the differing classroom management styles
(http://edglossary.org/classroom-management/, November 25,
2014).
The following items are the different classroom
management styles
pdf, November 15, 2014):
Authoritarian. The authoritarian teacher places firm
limits and controls on the students. Students will often
have assigned seats for the entire term. The desks are
usually seats for the entire term. The desks are usually
in straight rows and there are no deviations. Students must
be in their seats at the beginning of class and they

35
frequently remain there throughout the period. This teacher
rarely gives hall passes or recognizes excused absences.
Often, it is quiet. Students know they should not
interrupt the teacher. Since verbal exchange and discussion
are discouraged, the authoritarian's students do not have
the opportunity to learn and/or practice communication
skills.
This teacher prefers vigorous discipline and expects
swift obedience. Failure to obey the teacher usually
results in detention or a trip to the principal's office.
In this classroom, students need to follow directions and
not ask why
(http://www.education.indiana.edu/cas/tt/v1i2/what.html 3,
November 15, 2014).
At the extreme, the authoritarian teacher gives no
indication that he/she cares for the students. His students
receive praise and encouragement infrequently, if at all.
Also, he makes no effort to organize activities such as
field trips. He feels that these special events only
distract the students from learning. After all, he believes
that students need only to listen to his lecture to gain
the necessary knowledge.
Students in this class are likely to be reluctant to
initiate activity, since they may feel powerless. He tells

36
the students what to do and when to do it. He makes all
classroom decisions. Therefore, his style does little to
increase achievement motivation or encourage the setting of
personal goals.
Authoritative. The authoritative teacher places limits
and controls on the students but simultaneously encourages
independence. This teacher often explains the reasons
behind the rules and decisions. If a student is disruptive,
the teacher offers a polite, but firm, reprimand. This
teacher sometimes metes out discipline, but only after
careful consideration of the circumstances.
The authoritative teacher is also open to considerable
verbal interaction, including critical debates. The
students know that they can interrupt the teacher if they
have a relevant question or comment. This environment
offers the students the opportunity to learn and practice
communication skills.
The teacher exhibits a warm and nurturing attitude
toward the students and expresses genuine interest and
affection. His classroom abounds with praise and
encouragement. He often writes comments on homework and
offers positive remarks to students. This authoritative
teacher encourages self-reliant and socially competent
behavior and fosters higher achievement motivation. Often,

37
he will guide the students through a project, rather than
lead them
November 15, 2014).
Democratic. The democratic teacher places few demand
or controls on the students. "Do your own thing,” describes
this classroom. This teacher accepts the student's impulses
and actions and is less likely to monitor their behavior.
He uses a democratic style. He strives to not hurt the
student's feelings and has difficulty saying no to a
student or enforcing rules. If a student disrupts the
class, he may assume that he is not giving that student
enough attention. When a student interrupts a lecture, the
teacher accepts the interruption with the belief that the
student must surely have something valuable to add. When he
does offer discipline, it is likely to be inconsistent.
The democratic teacher is very involved with his
students and cares for them very much. He is more concerned
with the students' emotional well-being than he is with
classroom control. He sometimes bases classroom decisions
on his students feelings rather than on their academic
concerns.
The teacher wants to be the students' friend. He may
even encourage contact outside the classroom. He has a

38
difficult time establishing boundaries between his
professional life and his personal life. However, this
overindulgent style is associated with students lack of
social competence and self-control. It is difficult for
students to learn socially acceptable behavior when the
teacher is so permissive. With few demands placed upon
them, these students frequently have lower motivation to
achieve. Regardless, students often like this teacher.
Laissez-faire. The laissez-faire teacher is not very
involved in the classroom. This teacher places few demands,
if any, on the students and appears generally uninterested.
Furthermore, the laissez-faire teacher just does not
want to impose on the students. As such, he often feels
that class preparation is not worth the effort. Things like
field trips and special projects are out of the question.
This teacher simply will not take the necessary preparation
time. Sometimes, he will use the same materials, year after
year. Also, classroom discipline is lacking.
This teacher may lack the skills, confidence, or
courage to discipline students. The students sense and
reflect the teacher's laissez-faire attitude. Accordingly,
very little learning occurs. Everyone is just "going
through the motions" and killing time. In this aloof
environment, the students have very few opportunities to

39
observe or practice communication skills. With few demands
placed on them and very little discipline, students have
low achievement motivation and lack self-control
November 15, 2014).
All of the abovecited literature provided the
researcher important inputs in strengthening the concepts
and processes of this study.
Related Studies
The following items are some of the related studies
which were thoroughly reviewed by the researcher that were
found to be relevant to this study. Similarities to this
study are hereby presented.
In the study of Reballos-Gabon (2013) who conducted a
study on “Teaching Effectiveness of Secondary School
Teachers of Wright National School: Basis for an
Intervention Scheme”, among the findings relevant to this
study include: 1) The three groups of respondents
arrived at the same consensus. They assessed the
secondary school teachers as “highly effective” along
classroom management; 2) The three groups of adjectival
rating assessment on the teaching effectiveness of the
secondary school teachers along teaching strategies. They
considered them “highly effective”; 3) Of the profile

40
variates of the secondary school teachers, educational
qualification and attitude towards teaching posed
significant influence to their teaching effectiveness while
the other variates did not significantly influence it; and
4) Of the profile variates of the school administrators,
only the strategies in monitoring classes posed significant
influence to the teaching effectiveness of the secondary
school teachers.
The study of Reballos-Gabon bears similarity with
this study because they both deal on the area of effective
teaching, hence, effective learning on the part of the
learners. However, they greatly differ in terms of locale
of the study, responding learners, and the variables on
teaching strategies and management.
Maghanoy’s (2008) study entitled “Learning Styles of
Secondary Students as Correlates to Their Capacity Level”
has also bearing to this study. One of her conclusions was
that “The strong learning styles of the respondents lies on
the visual and tactile teaching-learning situation”. This
simply means that in this particular study, the students
learn more if the teaching-learning process is done with
the appropriate instructional materials with concrete and
tangible examples.
41
The similarity between Maghanoy’s study and this study
lies on the aspect of learning styles of the students which
the teachers must look into vis-a-vis his classroom
management style which is the major aspect of this current
study.
In another study conducted by Laboc (2008) entitled,
“Classroom Learning Environment and Attitude Towards
Reading English Language of Grade VI Pupils”, she found out
that: 1) The overall impression of the pupil-respondents
regarding their classroom learning environment in English
classses was “slightly felt”. Meaning, they only slightly
experienced those factors conducive to learning; 2) There
was an inverse, negligible, and insignificant association
with regard to classroom learning environment and age,
father’s educational background, mother’s educational
background, and size of the family; and 3) Classroom
learning environment showed a direct or positive,
negligible, significant association towards sex and average
monthly family income.
Both Laboc’s study and the study at hand are similar
in terms of pupil-respondents except the locale because the
former was conducted in Wright District while the latter
was conducted in Biri District. Furthermore, both deal on
the area of learning environment. However, this study is

42
more specific on classroom management styles of the
teacher-respondents.
In his study with the title, “Scholastic Performance
of Grade Six Pupils in Science Among Private and Public
Schools in Catbalogan”, Perez (2005) concluded, among other
things, that: 1) The pupils’ scholastic performance was
average or satisfactory; 2) Pupil-related, teacher-related
and administrator-related factors affected or influenced
the pupil’s scholastic performance in science; 3) Among the
pupil-related factors, reading comprehension and language
facility, surfaced to have greater influence on the pupils’
scholastic performance; and 4) the following problems were
commonly perceived by the respondents: (a) lack of
knowledge on the use of the apparatuses and equipment; (b)
inadequacy of pupils’ activities; and (c) teachers’
personality and attitude.
Perez’ study is similar with the current study on the
area of pupils’ scholastic or academic performance as
affected by certain factors or variates specifically those
of the personality of the teachers and attitude which are
major contributory factors on how they manage the classroom
activities.
They differ on the aspects of locale of the study,
group of pupil-respondents and factors that have bearing

43
on the academic performance of the pupils. The former
having Catbalogan as its locale while the latter had Biri
District and the factors on classroom management styles for
the latter and personality and attitude for the former.
Perez study was limited only to Grade VI pupils while this
study covered all elementary grade levels.
Enderio (2004), in her thesis “Performance of Grade
III Pupils in Mathematics: Basis for an Enhancement
Program”, concluded that: 1) The higher the magnitude of
interest of pupils in Math, the higher the achievement
obtained by the pupils in Mathematics; 2) The achievement
of the pupils were essentially the same irregardless of
the sex of their teachers; 3) The achievement of the pupils
in Math was significantly influenced by the educational
attainment of their teachers; 4) The achievement of the
pupils was significantly influenced by the teachers’
teaching experience; 5) The achievement of the pupils in
Math was significantly influenced by the educational
attainment of their teachers; and 6) The achievement of the
pupils in Math was not significantly influenced by their
teachers’ in-service trainings attended.
This study is similar with that of Enderio’s since
both deal on the academic achievement of the pupils.
However, Enderio’s study dealt more on the association

44
between the teacher-respondents’ personal variates
and pupils’ performance while this study dealt more on
the correlations among the teacher-respondents’ classroom
management styles with that of the pupils’ academic
performance.
Tan-Payos’ (2004) research entitled: “Filipino
Management Styles of Secondary School Administrators and
Teachers’ Performance: The Northern Samar Experience”, has
also a bearing on this study.
In her study, she found out that: 1) There was a
variation of the perceptions of the secondary school
administrators and secondary school teachers relative to
the extent of Filipino management styles employed by the
former; 2) The Filipino management style employed by the
secondary school administrators in the implementation of
the policies greatly influenced the performance of the
secondary school teachers; and 3) The exercise of the
Filipino management styles was dependent also upon the
personal characteristics of the administrators.
Both Tan-Payos’ and the current study are similar on
the aspect of correlating management styles with
performance in the teaching-learning process. However, the
former was more on the management styles of the
administrators vis-a-vis teachers’ performance while the

45
latter is on the correlation among the classroom management
styles of the teachers with the achievement of the pupils.
In the published thesis of Keohan (2013) (http://educ-
reality.com/behaviour-management-theories/,November 20,
2014) entitled, “The Effect of Teacher-Identified Classroom
Management”, he found out that: 1) Classroom management
should never be thought of as one size fits all; the
individuality of every student necessitates the need to
adapt, modify, or omit activities, homework, course
content, seating, and assessments, which all heavily play
into classroom management; 2) Classroom rules, routines,
policies, and consequences should be well thought out and
part of a unified school-wide plan put in place the first
day of school; 3) Lesson planning that focuses on academic
learning and practicing skills while at the same time
teaching social skills and sustaining the emotional
wellbeing of students; 4) The teachers with the best
classroom management were experts in their fields (what to
teach), and outstanding in their interactions with students
(how to teach); and 5) Reflection and the sharing of ideas
with peers, counselors, and others resolve problems in
ways not thought of before.
The similarity in the study of Keohan and the current
study lies on the focal point of both studies, i. e., the

46
effect of teachers’ classroom management. However, Keohan’s
study treated classroom management more on a wider scope,
while this study centered on the styles of classroom
management. Additionally, the central goal of his thesis
was to provide research-based teaching techniques and
behavior management strategies that can be used by novice
teachers in urban middle schools (Nevada) to improve the
behavior in their classrooms. Furthermore, Keohan’s study
correlated teachers’ classroom management with student
behavior while this study is on pupils’ academic
achievement.
In another published thesis entitled “Classroom
Management and Learners’ Achievement in Secondary Schools
in Kitgum Town Council,” Obwoya (2013) revealed that there
is low level of: classroom management in secondary schools
in Kitgum Town Council and teachers’ ineffectiveness in
planning, employing teaching methodologies, class control
and record management was found to be very high. The
finding further revealed that there is very low level of
learners’ achievement as characterized by: The low levels
of academic performance in tests and examinations, poor
time management, lack of attention during lesson
conductions and poor class-hygiene management. Finally, the
finding revealed significant positive relationship between

47
classroom management and learners’ achievement in secondary
schools in Kitgum Town Council.
Obwoya’s thesis and this study are similar in that
both deal on classroom management and academic performance
of the learners. They differ in the scope wherein the
former studied the relationship of classroom management in
general while the latter is more specific on classroom
management styles as correlated with the pupils’ academic
achievement.
Finally, in the published study of Florin (2011)
entitled: “Kindergarten Teachers' Classroom Management
Beliefs and Practices and Their Implications on Students'
Social and Academic Outcomes,” the results revealed that
all educators reported themselves to be authoritative using
the online questionnaire. Furthermore, the case study
teachers also all reported themselves to be authoritative
in the interview and the questionnaire; however,
observations revealed seven teachers to be authoritative,
one to be authoritarian, and one to be negative directive,
a newly created style.
Overall, the teachers understood their classroom
management strategies and where they originated from, and
believed their styles to positively impact both their
students' social and academic skills, regardless of the

48
style they utilized. The classroom management styles did
not show any statistical significance regarding student
outcomes; however, ranking the teachers based on their
students' academic and social skills did reveal
authoritative teachers to have students with higher social
skills but not academic skills.
Florin’s study is similar with the study at hand
because both deal on classroom management styles of
teachers. They differ in that Florin’s research associated
management styles with the learners’ social skills and
academic skills while this study associated management
styles of teachers with the academic achievement of the
learners.
The above-cited studies reviewed were instrumental in
helping the researcher in gaining insights as to the
processes that were involved in this study.

Chapter 3
METHODOLOGY
This chapter enumerates, describes and discusses the
procedure used in undertaking this study which includes the
research design, locale of the study, instrumentation,
validation of the instruments, sampling procedure, data
gathering procedure, and statistical treatment of data.
Research Design
This study made use of the descriptive-correlational
research method. This is descriptive in nature because of
the presentation of the personal variates of the teacher-
respondents and those of the administrator-respondents; the
former group’s variates include age and sex, civil status,
educational qualification, average monthly family income,
number of relevant in-service trainings, and number of
years in teaching. Those of the latter group include the
age and sex, civil status, educational qualification,
number of years as administrators, average monthly family
income, number of family members and number of relevant in-
service trainings attended.
Included also was the presentation of the four (4)
classroom management styles such as authoritarian,
authoritative, democratic and laissez-faire. Moreover,

50
the academic performance of the pupils as shown by their
general average for School Year 2014-2015 was considered.
On the other hand, this research study is
correlational because the profile variates of the teacher-
respondents and their perceived classroom management styles
were associated. Their perceived classroom management
styles and the academic performance of the pupil-
respondents were also associated.
The data were organized, tabulated and statistically
presented.
The needed data to answer all the specific questions
were generated as contained in the accomplished survey
questionnares for the teacher-respondents and the
administrator-respondents.
Descriptive and inferential statistical tools were
employed in the analysis of the data. These tools are the
frequency count, percentage, arithmetic mean, standard
deviation, t-test for independent samples, Pearson Product-
Moment Coefficient of Correlation and Fisher’s t-test.
Locale of the Study
This research was conducted in Biri District of the
Division of Northern Samar as shown in Figure 2.
Currently, the District includes eleven (11)
elementary schools: four (4) complete, monograde and seven

51
(7)complete, combination. These eleven (11) schools
have a total of six (6) administrators, seventy two
(72) teachers and 2,552 pupils.
The 11 schools are composed of four (4) complete,
monograde and seven (7) complete, combined elementary
schools. The school is said to be complete, monograde if it
offers Kindergarten and Grades 1 to VI and each grade level
is handled in each classroom.
On the other hand, the school is said to be complete,
combined if the school caters to Kindergarten and Grades 1
to VI pupils but the Kindergarten, Grade 1 and Grade 2
levels are combined, so with Grade 3 and Grade IV, and
Grade V and Grade VI.
There are only six (6) administrators because some
schools are grouped into three (3) clusters. Each cluster
is headed by only one administrator. The clustered schools
are the elementary schools of: 1) Bagong Silang and Langub-
langub; 2) Basud, Talisay, and Tampipi; and 3) Cawayan,
Macaret, and Salvacion.
The District of Biri is in the municipality of Biri,
province of Northern Samar. It is a group of islands and
islets located in the northernmost tip of the Province,
facing the blue sea of the Pacific Ocean to the east and
the famous San Bernardino Strait to the west.

52
Figure 2. The Map of the Locale of the Study

53
Biri (Biri Municipal Tourism Office Hand-out, 2015)
was once a barrio (barangay) of the municipality of
Bobon established in 1649, and had this barangay, until its
conversion into a new and independent municipality under
Republic Act No. 5500 sponsored by then Congressman Eusebio
B. Moore and passed by the Sixth Congress on June 21, 1969.
Thus, Biri became the 21st municipality and its first
municipal officials were elected in the November 1969
special election.
This island used to be “Tingiao”, as referred to in
the navigational maps of the Spanish galleons, was the
entry point to Luzon and Visayas. As a navigational
landmark, the name Biri was derived from the Spanish word
“barrer” meaning to “sweep”.
It covers a land area of 2,488,485 hectares with a
population of 12,877 as per 2011 Community-Based Monitoring
System (CBMS) Survey held in May 2010. The town has eight
(8) barangays, namely: Poblacion, Sto. Nino, Progress, San
Antonio, Pio del Pilar, MacArthur, Kauswagan, and San
Pedro.
Instrumentation
The main instruments used were two sets of survey
questionnaire: one set was for the teacher-

54
respondents and another set for the administrator-
respondents.
The survey questionnaire for the teacher-respondents
had two (2) parts. Part I captured the personal variates
such as: age and sex, civil status, educational
qualification, average monthly family income, number of
relevant in-service trainings, and number of years in
teaching. Part II generated data on their perception
regarding their classroom management styles, to wit:
faire.
Likewise, the survey questionnaire for the
administrator-respondents was composed of two (2) parts.
Part I elicited their personal circumstances such as: age
and sex, civil status, educational qualification, number of
years as administrators, average monthly family income,
number of family members, and number of relevant in-service
trainings attended. Part II gathered data on their
perception as to what classroom management styles their
teachers practiced. These styles are authoritarian,
authoritative, democratic, and laissez-faire.
The researcher utilized the School Form 5 (SF 5) as
the primary source of data as regards to the
academic performance of the pupil-respondents. This

55
covered their general average for the School Year 2014-
2015.
The researcher personally fielded and retrieved the
accomplished survey questionnaires to ensure 100 percent
collection of said instruments and verified any dubious or
vague answers by the respondents.
Validation of Instrument
There was no need to validate the questionnaires which
were distributed to the teacher- and administrator-
respondents because the researcher adopted the validated
survey instrument used by Padilla (2006) in his study
“Students’ Achievement in Science and Technology in the
Secondary Education Development Program (SEDP): The Eastern
Visayas Experience”. Only the portion that elicited the
personal variates of the teacher-respondents and
administrator-respondents was adopted. These variates were
age and sex, civil status, educational qualification,
average monthly family income, number of relevant in-
service trainings and number of years in teaching for the
teacher-respondents. On the other hand, the adopted
administrator-respondents include the age and sex, civil
status, educational qualification, number of years as
school administrators, average monthly family income,
number of family members and number of relevant in-service

56
trainings attended.
On the other hand, the part of the survey instrument
that generated the classroom management styles data was
adopted from that of Indian University
pdf, November 10, 2014).
Sampling Procedure
The researcher resorted to total enumeration. This
means that all of the elementary school teachers of seventy
two (72) and six (6) administrators were surveyed. In
addition, documentary analysis of the Report on Promotions
(School Form 5) of all the pupils of 2,552 was done.
Table 1 shows the respondents of this study.
Data Gathering Procedure
Strict protocols were observed during the gathering of
data. The researcher first solicited the
permission/approval of the Schools Division Superintendent
(SDS) of Northern Samar Division to field the
questionnaires to all of the elementary school teachers
and administrators. Same approval was sought from said
office for the access of the School Form 5 or the Report on
Promotions of the pupils of all of the eleven elementary
schools.
57
Table 1
Respondents of the Study
Number Number
School of of Type of School
Teachers Pupils
(N) (N)
1. Bagong Silang 3 35 Complete,combination
Elementary
School
2. Basud 3 102 Complete,combination
Elemementary
School
3. Biri Central 21 749 Complete, monograde
Elem. School
4. Cawayan 3 79 Complete,combination
Elementary
School
5. Langub-langub 7 268 Complete,monograde
Elementary
School
6. Macaret 4 91 Complete,combination
Elementary
School
7. Palhugan 10 381 Complete,monograde

Elementary
School
8. Salvacion 3 127 Complete,combination

Elementary
School
9. San Antonio 10 437 Complete monograde

Elementary
School
10. Talisay 4 153 Complete,combination

Elementary
School
11. Tampipi 4 130 Complete,combination
Elementary
School
TOTAL 72 2,552 4 complete,monograde
7 complete,
combination
58
The approved fielding of the questionnaires and
accessing of the data on pupils’ grades served as reference
for further solicitation of permission by the District
Supervisor and then by the school administrators.
As a matter of protocol the researcher found a way to
express her gratitude to all of the approving authorities
and the faculty members.
All of the abovecited activities were personally done
by the researcher. This mechanism ensured the efficient
retrieval of the instruments and that the researcher was
able to validate/probe dubious or incomplete responses.
All of the above-cited undertakings were done from
June 2015 to July 2015.
Statistical Treatment of Data
All of the collected data were organized, collated,
tallied, analyzed and interpreted by using the appropriate
descriptive and inferential statistical tools,
namely: frequency count and percentage, arithmetic mean,
weighted mean, standard deviation, t-test for independent
sample means, Pearson Product-Moment Coefficient of
Correlation, and the Fisher’s t-test.
These statistical tools are hereby described as
follows:
Frequency and Percentage Distribution. These were used

59
to establish the profile of the teacher- and administrator-
respondents in terms of their occurence and magnitude of
occurence for every variate.
Arithmetic Mean. This statistics gave an idea as to
the typical occurence of specific variates in the profile
of the respondents of this study.
Weighted Mean. This was used to describe the extent of
respondents’ perceptions as to the style of classroom
management employed by the teachers using the five-point
Likert scale (Fraenkel and Wallen, 2003:108) as follows:
Scale Range Interpretation
5 4.51 – 5.00 Strongly Agree (SA)
4 3.51 – 4.50 Agree (A)
3 2.51 – 3.50 Neutral (N)
2 1.51 – 2.50 Disagree (D)
1 1.00 – 1.50 Strongly Disagree (SD)
Standard Deviation. This statistical tool showed as to
the standard difference of each of the categories
as compared with the other categories with reference to the
mean.
Pearson Product-Moment Coefficient of Correlation. It
was the tool used to measure the relationship between the
personal variates of the teacher-respondents and their
perceived style of classroom management and the measurement

60
of the relationship between these perceptions and the
academic performance of the pupil-respondents. This was
used to test hypotheses numbers 2 and 3.
The coefficient value was interpreted as follows
(Calmorin, 1994:256):
Value Interpretation
0.00 to + 0.20 Negligible Correlation
+ 0.21 to + 0.40 Low/Slight Correlation
+ 0.41 to + 0.70 Marked/Moderate
Correlation
+ 0.71 to + 0.90 High Correlation
+ 0.91 to + 0.91 Very High Correlation
+ 1.00 Perfect Correlation
Fisher’s t-test (Freund and Simon, 1992:468). This
tool used to measure the significance of the computed
correlation coefficient. The decision rule followed as that
of the one cited under the t-test for independent samples.
Finally, in determining the region of acceptance or
the region of rejection of each of the three (3) null
hypotheses, the .05 level of significance (ɑ) was used.
t-test for Independent Sample Means (Walpole,
1982:306). This was used to compare the two groups’
perceptions as regards to the classroom management styles
of the teacher-respondents, such as authoritarian,

61
democratic, authoritative, and laissez-faire. This served
as the basis for accepting or rejecting null hypothesis
number 1, with the following decision rule: accept the null
hypothesis if the computed value turned lesser than the
critical value or the p-value turned greater than the ɑ and
reject the null hypothesis if the computed value turned
equal or greater than the critical value or the p-value
turned equal or lesser than the ɑ.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered with the
corresponding analysis and interpretation. Included in this
chapter are the presentation, analyses and interpretations
of the following: profile of teacher-respondents; profile
of administrator-respondents; classification of classroom
management styles of teacher-respondents based on the
perceptions of the two groups of respondents; comparison of
the classification of the classroom management styles of
teacher-respondents between the perceptions of the two
groups of respondents; relationship between the teacher-
respondents’ classroom management styles and their personal
variates; academic performance of pupils; relationship
between the academic performance of pupils and classroom
management styles of teachers; and implications derived
from the findings of the study.
Profile of Teacher-Respondents
Tables 2 to 7 present the profile of teacher-
respondents in terms of their age and sex, civil status,
educational qualification, average monthly family income,
number of relevant in-service trainings, and number of
years in teaching.
Age and Sex. Table 2 presents the age and sex distri-
63
bution of the teacher-respondents.
It can be gleaned from the table that a number of
teacher-respondents were aged 31 – 35 years old accounting
for 16 or 22.22 percent while 14 or 19.44 percent of them
were aged 26 – 30 years old, 10 or 13.90 percent were aged
41 – 45 years old, eight or 11.11 per cent were aged 21 –
25 years old, six or 8.33 percent were aged 56 – 60 years
Table 2
Age and Sex of Teacher-Respondents
Age Sex Total

%
Bracket Male Female (f)
61 – 65 1 1 2 2.78
56 – 60 0 6 6 8.33
51 – 55 0 3 3 4.17
46 – 50 4 2 6 8.33
41 – 45 3 7 10 13.90
36 – 40 1 5 6 8.33
31 – 35 4 12 16 22.22
26 – 30 4 10 14 19.44
21 – 25 2 6 8 11.11
Not Stated 0 1 1 1.39
Total 19 53 72 100.00
% 26.39 73.61 100.00
Mean 37.85 years old
S. D. 11.20 years
C. V. 0.30
old, another six or 8.33 percent were aged 46 – 50

64
years old, still another six or 8.33 pecent were aged 36 –
40 years old, three or 4.17 percent were aged 51 – 55 years
old, and two or 2.78 percent were aged 61 – 65 years old.
One or 1.39 per cent of the teacher-respondents did not
disclose her age.
The mean age of this group of respondents was
0.30. The data suggested that the teacher-respondents were
on their late 30’s but relatively young and at the prime of
their age.
Furthermore, majority of the teacher-respondents were
female with 53 or 73.61 pecent. The male counterpart was
composed of 19 or 26.39 per cent only.
The data showed that the teacher-respondents were
dominated by the female sex, an indication that in the
past, if not up to the present, majority of those who took
up the teacher education course belonged to this sex and
only few of the males embraced the teaching profession.
Civil Status. Table 3 provides the information
regarding the civil status of the teacher-respondents. From
the table, it can be noted that majority of the teacher-
respondents, that is, 46 or 63.89 per cent were married
while 23 or 31.94 percent were single, and two or 2.78

65
Table 3
Civil Status of Teacher-Respondents
Civil Status f %
Single 23 31.94
Married 46 63.89
Widowed 2 2.78
Not Stated 1 1.39
Total 72 100.00
Percent were widowed. Still, there was one teacher-
respondent or 1.39 percent who failed to disclose his civil
status.
The foregoing data suggested that most of the teacher-
respondents had conjugal family responsibilities which they
raise and maintain by the income they derived from
teaching.
Educational Qualification. Table 4 shows the
educational qualification of the teacher-respondents.
Table 4 provides that majority of the teacher-
respondents had baccalaureate degree as the highest
educational qualification, accounting for 45 or 62.50
percent. Nineteen of them or 26.39 percent had obtained
their master’s degree and six or 8.33 were in the master’s
level. Two or 2.78 percent of the teacher-respondents held
their anonymity as to their educational qualification.

66
The data presented signifies that the teacher-
Table 4
Educational Qualification of Teacher-Respondents
Educational
F %
Qualification
Master’s Degree 19 26.39
Master’s Level
6 8.33
(including CAR)
Baccalaureate
45 62.50
Degree
Not Stated 2 2.78
Total 72 100.00
respondents were educationally qualified having obtained
the minimum educational requirement required for the
teaching position. Some, however, recognized the value of
advance education that they pursued the master’s level or
even obtaining a master’s degree.
Average Monthly Family Income. Table 5 discloses the
average monthly family income of the teacher-respondents.
It can be gleaned from Table 5 that a number of the
teacher-respondents, that is, 30 or 41.66 percent had
earned a monthly family income of Php20,000 – Php24,999
while 22 or 30.56 percent of them earned Php15,000–
Php19,999, five or 6.94 pecent earned Php30,000–Php34,999,
four or 5.56 per cent earned Php25,000 to Php29,999,
two or 2.78 percent earned Php35,000–Php39,999 and another

67
two or 2.78 percent earned Php10,000–Php14,999. Seven of
Table 5
Average Monthly Family Income of Teacher-Respondents
Income Bracket f %
35,000 – 39,999 2 2.78
30,000 – 34,999 5 6.94
25,000 – 29,999 4 5.56
20,000 – 24,999 30 41.66
15,000 – 19,999 22 30.56
10,000 – 14,999 2 2.78
Not Stated 7 9.72
Total 72 100.00
Mean Php 19,895.38
S. D. Php 8,269.52
C. V. 0.42
teacher-respondents or 9.72 percent did not disclose their
monthly family income for anonymity.
The mean monthly family income earned by the teacher-
respondents was pegged at Php19,895.38 with a SD of
Php8,269.52 and a CV of 0.42. The data implied that the
teacher-respondents had a regular family income which they
used to finance the basic and nutritional needs of the
family members.
Number of Relevant In-Service Trainings. Table 6
presents the number of relevant in-service trainings
attended by the teacher-respondents in the international,

68
national, regional, division and district levels.
Table 6
Number of Relevant In-Service Trainings

of the Teacher-Respondents
No. of Inter-
National Regional Division District
Relevant national
Trainings f % f % f % f % f %
13 - 15 0 0.00 0 0.00 0 0.00 1 1.39 0 0.00
10 – 12 0 0.00 0 0.00 0 0.00 2 2.78 4 5.55
7 – 9 0 0.00 0 0.00 0 0.00 1 1.39 1 1.39
4 – 6 0 0.00 1 1.39 4 5.56 17 23.61 18 25.00
1 – 3 2 2.78 17 23.61 15 20.83 35 48.61 30 41.67
None 7 9.72 3 4.17 7 9.72 0 0.00 0 0.00
Not
63 87.50 51 70.83 46 63.89 16 22.22 19 26.39
Stated
Total 72 100.00 72 100.00 72 100.00 72 100.00 72 100.00
In the international level, two of the teacher-
respondents or 2.78 percent disclosed to have attended 1-3
trainings in this level while seven or 9.72 percent
expressed that they had not attended any training in this
level and 63 or 87.50 percent did not give information
regarding this.
In the national level, 17 or 23.61 percent of the
teacher-respondents attended 1-3 trainings while one or
1.39 per cent attended 4-6 trainings, three or 4.17
percent disclosed to have not attended any training in this
level, and 51 or 70.83 percent failed to give information
regarding this.
In the regional level, 15 or 20.83 percent of the

69
teacher-respondents had attended 1-3 trainings while four
or 5.56 per cent attended 4-6 trainings, seven or 9.72 per
cent were not able to attend any training in this level,
and 46 or 63.89 percent failed to give information
regarding this.
In the division level, 35 or 48.61 pecent had attended
1-3 trainings while 17 or 23.61 per cent attended 4-6
trainings, two or 2.78 percent attended 10-12 trainings,
one or 1.39 per cent attended 13-15 trainings, another one
or 1.39 percent attended 7-9 trainings, and 16 or 22.22
percent did not disclose any information regarding this.
In the district level, 30 or 41.67 percent had
attended 1-3 trainings while 18 or 25.00 percent
attended 4-6 trainings, four or 5.55 percent attended 10-
12 trainings, one or 1.39 percent attended 7-9 trainings,
and 19 or 26.39 per cent did not give any information
regarding this.
The data presented suggested that the teacher-
respondents considered in-service trainings as their avenue
for professional growth that a number of them strove to
attend in the different levels as their chances warranted
them to attend.
Number of Years in Teaching. Table 7 reveals the
number of years in teaching of the teacher-respondents.

70
From the said table, it can be noted that 32 of the
teacher-respondents or 44.46 percent had been in the
Table 7
Number of Years in Teaching of Teacher-Respondents
No. of Years in
F %
Teaching
31 – 35 4 5.56
26 – 30 5 6.94
21 – 25 5 6.94
16 – 20 6 8.33
11 – 15 5 6.94
6 – 10 15 20.83
1 – 5 32 44.46
Total 72 100.00
Mean 10.78 years
S. D. 9.64 years
C. V. 0.89
service for 1-5 years while 15 or 20.83 percent had been
teaching for 6-10 years, six or 8.33 percent had been with
the DepEd as teachers for 16-20 years, five or 6.94
percent had been teaching for 26-30 years, another five
or 6.94 percent for 21-25 years, still another five or 6.94
per cent for 11-15 years, and four or 5.56 percent for 31-
35 years.
The mean number of years in teaching of the teacher-
respondents was 10.78 years with a SD of 9.64 years and CV

71
of 0.89. The data suggested that the teacher-respondents
had been teaching for quite a number of years, however, a
number of them were newly hired.
Profile of Administrator-Respondents
Tables 8 – 14 present the profile of administrator-
respondents in terms of their age and sex, civil status,
educational qualification, number of years as school
administrators, average monthly family income, number of
family members, and number of relevant in-service
trainings.
Age and Sex. Table 8 contains the age and sex
distribution of the administrator-respondents.
The table shows that of the six administrator-
respondents, one or 16.67 percent each were aged 57, 49,
48, 45, 44, and 43 years old.
The mean age of the administrator-respondents was
CV of 0.11. This signified that the administrator-
respondents were on their late 40’s but at the prime of
their age.
Moreover, majority of the administrator-respondents
were female accounting for four or 66.67 percent while the
male counterpart was composed of only two or 33.33 percent.

72
Table 8
Age and Sex of Administrator-Respondents
Sex Total
Age %
Male Female (f)
57 1 0 1 16.67
49 0 1 1 16.67
48 0 1 1 16.67
45 0 1 1 16.67
44 1 0 1 16.67
43 0 1 1 16.67
Total 2 4 6 100.00*
% 33.33 66.67 100.00
Mean 47.67 years old
S. D. 5.12 years
C. V. 0.11
*May not add up to total due to rounding off.
The data also showed that female dominance existed
among administrator-respondents as the result of the
observation in the past that women mostly embraced teaching
as a profession so that in the event of promotion to
administrator positions, most of them rose from the ranks.
Civil Status. Table 9 provides the information on the
civil status of the administrator-respondents.
The table shows that all of the administrator-
respondents were married, signifying that most of them had
conjugal family responsibilities which they raise and
maintained by the income they derived from their

73
profession.
Table 9
Civil Status of Administrator-Respondents
Civil Status f %
Single 0 0.00
Married 6 100.00
Widowed 0 0.00
Total 6 100.00
Educational Qualification. Table 10 presents the
educational qualification of administrator-respondents.
Table 10 presents that three or 50.00 percent of the
administrator-respondents were in a doctoral level while
two of them or 33.33 percent were baccalaureate degree
holders and one or 16.67 percent was in a masteral level.
Table 10
Educational Qualification of Administrator-Respondents
Educational
f %
Qualification
Doctoral Level 3 50.00
Masteral Level
1 16.67
(including CAR)
Baccalaureate
2 33.33
Degree
Total 6 100.00
74
The data implied that a number of administrator-
respondents had earned educational qualification higher
than the minimum educational level required for the
teaching profession.
Number of Years as School Administrators. Table 11
shows the data on the number of years accumulated by the
administrator-respondents as school administrators.
The table shows that three of the administrator-
respondents or 50.00 percent had been an administrator for
five years while two or 33.33 percent had been a school
administrator for seven years, and one or 16.67 percent for
four years.
Table 11
Number of Years as School Administrators of

Administrator-Respondents
No. of Years as
School f %
Administrator
7 2 33.33
5 3 50.00
4 1 16.67
Total 6 100.00
Mean 5.50 years
S. D. 1.22 years
C. V. 0.22
75
The mean number of years as administrator of the
The foregoing data suggested that the administrator-
respondents had been in the service as school
administrators for quite a number of years.
Average Monthly Family Income. Table 12 reveals the
average monthly family income of the administrator-
respondents.
Table 12
Average Monthly Family Income of

Income f %
55,000 1 16.67
50,000 2 33.33
27,000 1 16.67
25,000 2 33.33
Total 6 100.00
Mean Php 38,666.67
S. D. Php 14,375.91
C. V. 0.37
Table 12 reveals that of the six administrator-
respondent, two or 33.33 percent earned a monthly income of
Php50,000.00, another two or 33.33 percent earned
Php25,000.00, one or 16.67 percent earned Php55,000.00,

76
and another one or 16.67 percent earned Php27,000.00.
The mean monthly family income earned by the
and CV of 0.37. This information suggested that the
administrator-respondent had a regular income they earned
to finance the basic necessities of their respective family
members.
Number of Family Members. Table 13 presents the number
of family members of the administrator-respondents.
The table shows that of the six administrator-
respondents, three or 50.00 percent had five family members
while two or 33.33 percent had nine members, and one or
16.67 percent had six members in the family.
Table 13
Number of Family Members of

Family Members F %
9 2 33.33
6 1 16.67
5 3 50.00
Total 6 100.00
Mean 6
S. D. 2
C. V. 0.33
77
The mean number of family members of the
administrator-respondents was six with a SD of 2 members
and CV of 0.33.
The foregoing data suggested that the administrator-
respondents had an ideal family size of six based on the
average family set in the calculation of the poverty
threshold that is composed of the couple and four children.
Number of Relevant In-Service Trainings. Table 14
presents the number of relevant in-service trainings
attended by the administrator-respondents in the
international, national, regional, division and district
levels.
Table 14
Number of Relevant In-Service Trainings

of the Administrator-Respondents
No. of Inter-
National Regional Division District
Relevant national
Trainings f % f % f % f % f %
15 0 0.00 0 0.00 0 0.00 0 0.00 1 16.67
13 0 0.00 0 0.00 0 0.00 1 16.67 0 0.00
12 0 0.00 0 0.00 0 0.00 1 16.67 0 0.00
9 0 0.00 0 0.00 0 0.00 2 33.33 0 0.00
7 0 0.00 0 0.00 0 0.00 1 16.67 0 0.00
6 0 0.00 0 0.00 0 0.00 0 0.00 1 16.67
5 0 0.00 0 0.00 0 0.00 0 0.00 2 33.33
3 0 0.00 1 16.67 4 66.67 0 0.00 0 0.00
1 3 50.00 0 0.00 0 0.00 0 0.00 1 16.67
0 0 0.00 1 16.67 1 16.67 0 0.00 0 0.00
Not
3 50.00 4 66.66 1 16.67 1 16.67 1 16.67
Stated
Total 6 100.00 6 100.00 6 100.00* 6 100.00* 6 100.00*
*May not add up to total due to rounding off.

78
In the international level, three of the
administrator-respondents or 50.00 per cent disclosed to
have attended one training in this level while the
remaining three or 50.00 percent did not give information
regarding this.
In the national level, one or 16.67 percent of the
administrator-respondents attended one training while
another one or 16.67 percent attended three trainings, and
four or 66.66 percent failed to give information regarding
this.
In the regional level, two or 33.33 percent of the
administrator-respondents had attended nine trainings while
one or 16.67 percent attended 13 trainings, another one or
16.67 percent attended 12 trainings, still, another one or
16.67 percent attended seven trainings and one or 16.67
percent failed to give information regarding this.
In the division level, 2 or 33.33 percent had attended
nine trainings while one or 16.67 percent attended 13
trainings, another one or 16.67 percent attended 12
trainings, still another one or 16.67 percent attended
seven trainings, and one or 16.67 per cent did not disclose
any information regarding this.
In the district level, two or 33.33 percent had
attended five trainings while one or 16.67 percent

79
attended 15 trainings, another one or 16.67 percent
attended six trainings, still, another one or 16.67 percent
attended one training, and one or 16.67 percent did not
give any information regarding this.
The data presented suggested that the administrator-
respondents considered also in-service trainings as their
avenue for professional growth that a number of them had
attended trainings in the different levels which they were
required to attend.
Classification of Classroom Management

Styles of Teacher-Respondents
Tables 15 to 18 present the classification of the
classroom management styles of teacher-respondents based on
their own perception and the perception of the
administrator-respondents along authoritarian,
authoritative, democratic, and laissez-faire.
Authoritarian. Table 15 presents the classification of
the classroom management styles of teacher-respondents
based on their own perception and the perception of the
administrator-respondents along authoritarian classroom
management style. There were three indicators depicting
this area.
Table 15 shows that of the three indicators, the
teacher-respondents “agreed” on one indicator stating, “the

80
classroom must be quiet in order for students to learn,”
with a weighted mean of 4.01 while they “disagreed” on the
remaining two indicators stating, “I will not accept
excuses from a student who is tardy,” and “if a student is
disruptive during class, I send him/ her to the principal’s
office without further discussion,” with weighted means of
2.31 and 2.03, respectively.
Table 15
Classification of Classroom Management Styles of

Teacher-Respondents as Perceived by the
Two Groups of Respondents along
Authoritarian
Teachers Administrators
Indicators
WM I WM I
1. If a student is disruptive
during class, I send him/
her to the principal’s 2.03 D 2.08 D
office without further
discussion.
2. The classroom must be quiet
in order for students to 4.01 A 3.67 A
learn.
3. I will not accept excuses
2.31 D 2.35 D
from a student who is tardy.
Grand Weighted Mean 2.78 N 2.70 N
Legend: 4.51 – 5.00 Strongly Agree (SA)

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
1.00 – 1.50 Strongly Disagree (SD)
WM Weighted Mean
I Interpretation
81
Taken as a whole, the teacher-respondents expressed
“neutrality” regarding the classification of their
classroom management styles they practiced along
authoritarian classroom management style. This was
manifested by the grand weighted mean of 2.78. This
signified that based on the perception of the teacher-
respondents, they practiced moderately authoritarianism in
the classroom.
On the other hand, Table 15 shows that from the view
point of the administrator-respondents, they too “agreed”
on one indicator stating, “the classroom must be quiet in
order for students to learn,” with a weighted mean of 3.67
as their perception on the classification of the classroom
management styles of their teachers along authoritarian,
while they “disagreed” on the remaining two indicators
stating, “I will not accept excuses from a student who is
tardy,” and “if a student is disruptive during class, I
send him/ her to the principal’s office without further
discussion,” with weighted means of 2.35 and 2.00,
respectively.
Taken as a whole, the administrator-respondents
expressed “neutrality” regarding the classification of the
classroom management styles practiced by their teachers
along authoritarian classroom management style. This was

82
shown by the grand weighted mean of 2.70. This signified
that based on the perception of the administrator-
respondents, the teacher-respondents practiced moderately
authoritarianism in the classroom.
In summary, the two groups of respondents arrived at
the same adjectival classification of the classroom
management styles of the teacher-respondents along
authoritarian classroom management style. However, they
slightly differed in the numerical assessment. The teacher-
respondents gave a grand weighted mean of 2.78 while the
administrator-respondents gave a grand weighted mean of
2.70 with the same adjectival interpretation of “neutral.”
Authoritative. Table 16 depicts the classification of
administrator-respondents along authoritative classroom
management style. There were three indicators depicting
this area.
Table 16 presents that the teacher-respondents
“agreed” on all the three indicators along this area
stating, “I am concerned about both what my students learn
and how they learn,” “I always try to explain the reasons
behind my rules and decisions,” and “my students understand
that they can interrupt my lecture if they have a relevant

83
question,” with weighted means of 4.39, 4.18, and 3.73,
respectively.
“agreement” regarding the classification of their classroom
management styles they practiced along authoritative
classroom management style. This was manifested by the
grand weighted mean of 4.10. This signified that based on
the perception of the teacher-respondents, they practiced
highly authoritative classroom management style.
Table 16

Authoritative
Indicators
WM I WM I
1. I am concerned about both
what my students learn and 4.39 A 3.83 A
how they learn.
2. I always try to explain the
reasons behind my rules and 4.18 A 3.68 A
decisions.
3. My students understand that
they can interrupt my
3.73 A 3.49 N
lecture if they have a
relevant question.
Grand Weighted Mean 4.10 A 3.67 A

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
84
On the other hand, Table 16 presents that from the
view point of the administrator-respondents, they “agreed”
on two indicators stating, “I am concerned about both what
my students learn and how they learn,” and “I always try to
explain the reasons behind my rules and decisions,” with
weighted means of 3.83 and 3.68, respectively, as their
perception on the classification of the classroom
management styles of their teachers along authoritative
classroom management style, while they were “neutral” on
the remaining indicator stating, “My students understand
that they can interrupt my lecture if they have a
relevant question,” with a weighted mean of 3.49.
expressed “agreement” regarding the classification of the
along authoritative classroom management style. This was
respondents, the teacher-respondents practiced highly
authoritative classroom management style.
authoritative classroom management style. However, they

85
differed in the numerical assessment. The teacher-
3.67 with the same adjectival interpretation of “agree.”
Democratic. Table 17 shows the classification of the
classroom management styles of teacher-respondents based on
their own perception and the perception of the
administrator-respondents along democratic classroom style.
There were three indicators depicting this area.
“agreed” on one indicator along this area stating, “The
emotional well-being of my students is more important than
classroom control,” with a weighted mean of 3.80. On the
remaining two indictors, this group of respondents
expressed “neutrality.” These indicators were: “If a
student requests a hall pass, I always honor the request,”
and “I don’t want to reprimand a student because it might
hurt his/her feelings,” with weighted means of 3.15 and
2.86, respectively.
“neutrality” regarding the classification of their
classroom management styles they practiced along democratic
classroom management style. This was manifested by the
grand weighted mean of 3.27. This signified that based on

86
Table 17

Democratic
Indicators
WM I WM I
1. I don’t want to reprimand a
student because it might 2.86 N 2.57 N
hurt his/her feelings.
2. The emotional well-being of
my students is more
3.80 A 2.81 N
important than classroom
control.
3. If a student requests a hall
pass, I always honor the 3.15 N 3.32 N
request.
Grand Weighted Mean 3.27 N 2.90 N

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
the perception of the teacher-respondents, they practiced
moderately democratic classroom management style.
view point of the administrator-respondents, they were
“neutral” on the three indicators stating, “If a student
requests a hall pass, I always honor the request”, “The
emotional well-being of my students is more important than
classroom control” and “I don’t want to reprimand a student

87
because it might hurt his/her feelings,” with weighted
means of 3.32, 2.81, and 2.57, respectively, as their
perception on the classification of the classroom
management styles of their teachers along democratic
classroom management style.
expressed “neutrality” regarding the classification of the
along democratic classroom management style. This was shown
by the grand weighted mean of 2.90. This signified that
based on the perception of the administrator-respondents,
the teacher-respondents practiced moderately democratic
classroom management style.
democratic classroom management style. However, they
2.90 with the same adjectival interpretation of “neutral.”
Laissez-Faire. Table 18 shows the classification of

88
administrator-respondents along laissez-faire classroom
style. There were three indicators depicting this area.
“disagreed” on the three indicators along this area
stating, “If a student turns in a late homework assignment,
it is not my problem,” “Class preparation isn’t worth the
effort,” and “I don’t want to impose any rules on my
students,” with weighted means of 2.21, 2.08, and 1.74,
respectively.
Taken as a whole, the teacher-respondents “disagreed”
regarding the classification of their classroom management
styles they practiced along laissez-faire classroom
management style. This was manifested by the grand weighted
mean of 2.01. This signified that based on the perception
of the teacher-respondents, they practiced slightly
laissez-faire classroom management style.
view point of the administrator-respondents, they
“disagreed” on the three indicators along this area
stating, “If a student turns in a late homework assignment,
it is not my problem,” “I don’t want to impose any rules on
my students,” and “Class preparation isn’t worth the
effort,” with weighted means of 2.42, 1.94, and 1.86,
respectively.
89
Table 18

Laissez-Faire
Indicators
WM I WM I
1. I don’t want to impose any
1.74 D 1.94 D
rules on my students.
2. If a student turns in a late
homework assignment, it is 2.21 D 2.42 D
not my problem.
3. Class preparation isn’t
2.08 D 1.86 D
worth the effort.
Grand Weighted Mean 2.01 D 2.07 D

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
expressed “disagreement” regarding the classification of
the classroom management styles practiced by their teachers
along laissez-faire classroom management style. This was
respondents, the teacher-respondents practiced slightly

90
management styles of the teacher-respondents along laissez-
faire classroom management style. However, they differed in
the numerical assessment. The teacher-respondents gave a
same adjectival interpretation of “disagree.”
Comparison of the Classification of Classroom

Management Styles of Teacher-Respondents
Between the Perceptions of the Two Groups
of Respondents
Tables 19 to 22 contain the result of the comparison
of the classification of classroom management styles of
teacher-respondents between the perceptions of the two
groups of respondents, namely: teacher- and administrator-
respondents along authoritarian, authoritative, democratic,
and laissez-faire classroom management styles.
Authoritarian. Table 19 provides the result of the
comparison of the classification of classroom management
styles of teacher-respondents between the perceptions of
the two groups of respondents, namely: teacher-
and administrator-respondents along authoritarian classroom
management style.
It can be recalled that the two groups of respondents
arrived at the same adjectival classification of the
classroom management styles of the teacher-respondents

91
along authoritarian classroom management style. However,
they slightly differed in the numerical assessment. The
teacher-respondents gave a grand weighted mean of 2.78
while the administrator-respondents gave a grand weighted
mean of 2.70.
In comparing the authoritarian classroom management
style, between the perception of the teacher-respondents
themselves and the administrator-respondents, the computed
t-value was 0.0105 mean of 2.70 with the same adjectival
interpretation of “neutral,” which resulted to a mean
difference of 0.08. To ascertain whether the observed
disparity was significant, the t-test for independent
sample means was employed.
As presented in Table 19, in comparing the perceptions
of the two groups of respondents on the three indicators,
indicator number 1 yielded a t-value of -0.322 which turned
lesser than the critical t-value of +1.992 with a p-value
of 0.748 which turned greater than the α = .05. This
signified that the perception of the two groups in this
indicator was not significant. Along indicator number 2,
the computed t-value was 1.957 which turned lesser than the
critical t-value of +1.992 and the p-value was 0.052 which
turned greater than the α. This signified that the
perceptions of the two groups in this indicator was not

92
Table 19
Comparison of the Classification of Classroom Management

Styles of Teacher-Respondents Between the Perception
of the Two Groups of Respondents along
Authoritarian
WM/I Evalua-
p- tion/
Indicators Adminis- t
Teachers value Interpre-
trators tation
1. If a student is
disruptive
during class, I
send him/ her to
2.03 (D) 2.08 (D) -0.322 0.748 NS
the principal’s
office without
further
discussion.
2. The classroom
must be quiet in
order for 4.01 (A) 3.67 (A) 1.957 0.052 NS
students to
learn.
3. I will not
accept excuses
2.31 (D) 2.35 (D) -0.238 0.812 NS
from a student
who is tardy.
Grand Weighted
2.78 (N) 2.70 (N) 0.0105 0.921 NS
Mean

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
S Significant
NS Not Significant
tcritical = +1.992; df = 76; α = .05
significant. Furthermore, in comparing indicator number 3,
the t yielded a value of -0.238 which obviously turned
lesser than the critical t-value of +1.992 and the p

93
yielded a value of 0.812 which turned greater than the α.
This signified that the perception of the two groups in
this indicator was not significant. Moreover, in comparing
the classification of the classroom management style of the
teacher-respondents along authoritarian classroom
management style between the perception of the teacher-
respondents themselves and the administrator-respondents,
the t yielded a value of 0.0105 which turned lesser than
the critical t-value of +1.992 with the p-value of 0.921
which turned greater than the α which is equal to .05.
This signified that the perceptions of the two groups
of respondents regarding the classification of the
classroom management style of the teacher-respondents along
the authoritarian classroom management style was
essentially similar.
Thus, the null hypothesis stating that there is no
significant difference in the classification of the
the authoritarian classroom management style between the
perception of the teacher-respondents themselves and
the administrator-respondents, was accepted. This meant
that both the teacher-respondents and the administrator-
respondents perceived that the former practiced slightly
authoritarian classroom management style.

94
Authoritative. Table 20 contains the result of the
the two groups of respondents, namely: teacher- and
administrator-respondents along authoritative classroom
management style.
classroom management style of the teacher-respondents
along authoritative classroom management style. However,
they differed in the numerical assessment. The teacher-
3.67 with the same adjectival interpretation of “agree,”
which resulted to a mean difference of 0.43. To ascertain
whether the observed disparity was significant, the t-test
for independent sample means was employed.
indicator number 1 yielded a t-value of 3.652 which turned
greater than the critical t-value of +1.992 with a p-value
of 0.000 which turned lesser than the α = .05. This
signified that the perceptions of the two groups in this
indicator was significant. On the other hand, in the

95
Table 20

Authoritative
WM/I Evalua-
p- tion/
trators tation
1. I am concerned
about both
what my 4.39 3.83
3.652 0.000 S
students learn (A) (A)
and how they
learn.
2. I always try
to explain the
4.18 3.68
reasons behind 3.157 0.002 S
(A) (A)
my rules and
decisions.
3. My students
understand
that they can
interrupt my 3.73 3.49
1.247 0.214 NS
lecture if (A) (A)
they have a
relevant
question.
Grand Weighted
4.10 (A) 3.67 (A) 1.987 0.118 NS
Mean

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
S Significant
NS Not Significant
tcritical = +1.992; df = 76; α = .05
comparison of indicator number 2, the computed t-value was
3.157 which turned greater than the critical t-value of

96
+1.992 and the p-value was 0.002 which turned lesser than
the α. This signified that the perception of the two groups
in this indicator was significant. Furthermore, in
comparing indicator number 3, the t yielded a value of
1.247 which obviously turned lesser than the critical t-
value of +1.992 and the p yielded a value of 0.214 which
perception of the two groups in this indicator was not
significant.
Moreover, in comparing the classification of the
the authoritative classroom management style, between the
perceptions of the teacher-respondents themselves and the
administrator-respondents, the computed t-value was 1.987
which turned lesser than the critical t-value of +1.992
with the p-value of 0.118 which turned greater than the α
which is equal to .05. This signified that the perception
of the two groups of respondents regarding the
classification of the classroom management style of the
teacher-respondents along the authoritative classroom
management style was essentially similar.
Hence, the null hypothesis stating that there is no

97
the authoritative classroom management style between the
administrator-respondents, was accepted. This meant that
both the teacher-respondents and the administrator-
respondents perceived that the former practiced highly
authoritative classroom management style.
However, despite the similarity in the general
perception of the two groups along this area, the teacher-
respondents highly expressed concerned with the learning of
their students and highly compelled to explain reasons
behind their rules and regulations in school which
the
administrator-respondents failed to notice such concern and
compulsion.
Democratic. Table 21 reveals the result of the
administrator-respondents along democratic classroom
management style.
along democratic classroom management style. However, they

98
respondents gave a grand weighted mean of 3.27 while
the administrator-respondents gave a grand weighted mean
of 2.90 with the same adjectival interpretation of
“neutral,” which resulted to a mean difference of 0.37.
To ascertain whether the observed disparity was
significant, the t-test for independent sample means was
employed.
indicator number 1 yielded a t-value of 1.055 which turned
indicator was not significant. On the other hand, in the
1.275 which turned lesser than the critical t-value of
+1.992 and the p-value was 0.524 which turned greater than
in this indicator was not significant. Furthermore, in
-1.029 which obviously turned lesser than the critical t-

99
perceptions of the two groups in this indicator was not
Table 21

Democratic
WM/I Evalua-
p- tion/
trators tation
1. I don’t want
to reprimand a
student
2.86 2.57
because it 1.055 0.542 NS
(N) (N)
might hurt
his/her
feelings.
2. The emotional
well-being of
my students is 3.80 2.81
1.275 0.524 NS
more important (A) (N)
than classroom
control.
3. If a student
requests a
3.15 3.32
hall pass, I -1.029 0.305 NS
(N) (N)
always honor
the request.
Grand Weighted
3.27 (N) 2.90 (N) 1.042 0.356 NS
Mean

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
S Significant
NS Not Significant
tcritical = +1.992; df = 76; α = .05
significant.
100
Moreover, in comparing the classification of the
the democratic classroom management style, between the
perception of the teacher-respondents themselves and the
administrator-respondents, the computed t-value was 1.042
which turned lesser than the critical t-value of +1.992
with the p-value of 0.356 which turned greater than the α
which is equal to .05. This signified that the perception
of the two groups of respondents regarding the
teacher-respondents along the democratic classroom
Therefore, the null hypothesis stating that there is
no significant difference in the classification of the
the democratic classroom management style between the
respondents perceived that the former practiced moderately
democratic classroom management style.
Laissez-Faire. Table 22 presents the result of the

101
administrator-respondents along laissez-faire classroom
Table 22

Laissez-Faire
WM/I Evalua-
p- tion/
Indicators Adminis- T
trators
tation
1. I don’t want
to impose any 1.74 1.94
-1.278 0.203 NS
rules on my (D) (D)
students.
2. If a student
turns in a
late homework 2.21 2.42
-1.414 0.160 NS
assignment, it (D) (D)
is not my
problem.
3. Class
preparation 2.08 1.86
1.558 0.122 NS
isn’t worth (D) (D)
the effort.
Grand Weighted
2.01 (D) 2.07 (D) -0.283 0.791 NS
Mean

3.51 – 4.50 Agree (A)
2.51 – 3.50 Neutral (N)
1.51 – 2.50 Disagree (D)
WM Weighted Mean
I Interpretation
S Significant
NS Not Significant
tcritical = +1.992; df = 76; α = .05
management style.

102
along laissez-faire classroom management style. However,
they differed in the numerical assessment. The teacher-
2.07 with the same adjectival interpretation of “disagree,”
which resulted to a mean difference of -0.06. To
ascertain whether the observed disparity was significant,
the t-test for independent sample means was employed.
indicator number 1 yielded a t-value of -1.278 which turned
indicator was not significant. On the other hand, in the
-1.414 which turned lesser than the critical t-value of
+1.992 and the p-value was 0.160 which turned greater than
in this indicator was not significant. Furthermore, in
1.558 which obviously turned lesser than the critical t-

103
perception of the two groups in this indicator was not
significant.
Finally, in comparing the classification of the
the laissez-faire classroom management style, between the
perceptions of the teacher-respondents themselves and
the administrator-respondents, the computed t-value was -
0.283 which turned lesser than the critical t-value of
+1.992 with the p-value of 0.791 which turned greater than
the α which is equal to .05. This signified that the
perception of the two groups of respondents regarding the
teacher-respondents along the laissez-faire classroom
Thus, the null hypothesis stating that there is no
the laissez-faire classroom management style between the
perception of the teacher-respondents themselves and the
respondents perceived that the former practiced slightly

104
Relationship Between the Teacher-Respondents’

Classroom Management Styles and Their
Personal Variates
Tables 23 to 26 contain the result of the
correlational analysis between the teacher-respondents’
classroom management styles and their personal variates
along authoritarian, authoritative, democratic, and
laissez-faire classroom management styles.
Authoritarian. Table 23 presents the result of the
correlation between the teacher-respondents’ classroom
management style along authoritarian classroom management
style and their personal variates in terms of age, sex,
civil status, educational qualification, average monthly
family income, number of relevant in-service trainings, and
number of years in teaching.
In associating relationship between the classroom
management style of teacher-respondents along authoritarian
classroom management style and their age, the coefficient
of correlation yielded a value of 0.057 which denoted
negligible positive correlation. In testing the
significance of the correlation coefficient, the Fisher’s
t-test was employed whereby the computed value was 0.478
with a p-value of 0.638. In comparing the computed value
with the critical value of 1.994 and the p-value with the
105
α, it can be noted that the computed t-value turned lesser
Table 23

Classroom Management Styles and their
Personal Variates along
Authoritarian
Coeffi-
Evalua-
cient of Degree of p- Fisher’s
Variate tion /
Correla- Correlation Value t-value
Decision
tion
NS /
Age 0.057 Negligible 0.638 0.478
Accept Ho
NS /
Sex -0.197 Negligible 0.097 1.681
Accept Ho
NS /
Civil Status -0.077 Negligible 0.523 0.646
Accept Ho
Educational
NS /
Qualifi- 0.038 Negligible 0.752 0.318
Accept Ho
cation
Average
Monthly NS /
-0.133 Negligible 0.289 1.123
Family Accept Ho
Income
Number of
Relevant NS /
0.133 Negligible 0.555 1.123
In-Service Accept Ho
Trainings
Number of
NS /
Years in -0.073 Negligible 0.545 0.612
Accept Ho
Teaching
Legend (Calmorin, 1994: 256) :
Coefficient of Correlation Degree of Correlation

0.00 to +0.20 Negligible Correlation
+0.21 to +0.40 Low or Slight Correlation
+0.41 to +0.70 Marked or Moderate Relationship
+0.71 to +0.90 High Relationship
+0.91to +0.99 Very High Relationship
+1.00 Perfect Correlation
Fisher’s t-critical Value +1.994; df = 70

S = Significant p-value < α = .05 or
Computed > Critical Values
NS = Not Significant p-value > α = .05 or
Computed < Critical Values
106
than the critical value and the p-value turned greater than
the α. This signified that the correlation between the
aforesaid variables was not significant.
Therefore, the null hypothesis that states that, there
is no significant relationship between the classroom
classroom management style and their age was accepted. This
meant that age had nothing to do with the authoritarian
classroom management style practiced by the teacher-
respondents.
classroom management style and their sex, the coefficient
of correlation yielded a value of -0.197 which denoted
negligible negative correlation. In testing the
Thus, the null hypothesis that states that, there is
no significant relationship between the classroom

107
classroom management style and their sex was accepted. This
meant that sex had no influence to the authoritarian
respondents.
classroom management style and their civil status, the
coefficient of correlation yielded a value of -0.077 which
denoted negligible negative correlation. In testing the
Hence, the null hypothesis that states that, there is
classroom management style and their civil status was
accepted. This meant that civil status had no influence to
the authoritarian classroom management style practiced by

108
the teacher-respondents.
classroom management style and their educational
qualification, the coefficient of correlation yielded a
value of 0.038 which denoted negligible positive
correlation. In testing the significance of the correlation
coefficient, the Fisher’s t-test was employed whereby the
computed value was 0.318 with a p-value of 0.752. In
comparing the computed value with the critical value of
1.994 and the p-value with the α, it can be noted that the
computed t-value turned lesser than the critical value and
the p-value turned greater than the α. This signified that
the correlation between the aforesaid variables was not
significant.
In this case, the null hypothesis that states that,
there is no significant relationship between the classroom
qualification was accepted. This meant that educational
qualification of the teacher-respondents had no influence
to the authoritarian classroom management style they
practiced.

109
classroom management style and their average monthly family
income, the coefficient of correlation yielded a value of -
0.133 which denoted negligible negative correlation. In
testing the significance of the correlation coefficient,
the Fisher’s t-test was employed whereby the computed value
was 1.123 with a p-value of 0.289. In comparing the
computed value with the critical value of 1.994 and the p-
value with the α, it can be noted that the computed t-value
turned lesser than the critical value and the p-value
correlation between the aforesaid variables was not
significant.
management style of teacher-respondents along
authoritarian classroom management style and their average
monthly family income was accepted. This meant that the
average monthly family income of the teacher-respondents
had nothing to do with the authoritarian classroom
management style practiced by them.
classroom management style and their number of relevant in-

110
service trainings, the coefficient of correlation yielded a
significant.
classroom management style and the number of relevant in-
service trainings of the teacher-respondents was accepted.
This meant that the number of relevant in-service trainings
attended by the teacher-respondents had no influence to the
authoritarian classroom management style practiced by them.
classroom management style and their number of years in
teaching, the coefficient of correlation yielded a value of
-0.073 which denoted negligible negative correlation. In

111
significant.
teaching was accepted. This meant that the number of years
accumulated by the teacher-respondents in teaching had
nothing to do with the authoritarian classroom management
style practiced by the teacher-respondents.
In summary, of the personal variates of the teacher-
respondents, none of them significantly influenced
the authoritarian classroom management style they practiced
in school.
Authoritative. Table 24 reveals the result of the
management style along authoritative classroom management

112
management style of teacher-respondents along authoritative
meant that age had nothing to do with the authoritative
respondents.
113
Table 24

Authoritative
Coeffi-
Evalua-
Variate tion /
Decision
tion
NS /
Age -0.064 Negligible 0.596 0.537
Accept Ho
NS /
Sex -0.066 Negligible 0.580 0.553
Accept Ho
NS /
Accept Ho
Educational
NS /
Qualifi- -0.204 Low 0.091 1.743
Accept Ho
cation
Average
Monthly NS /
-0.013 Negligible 0.917 0.109
Family Accept Ho
Income
Number of
Relevant NS /
0.168 Negligible 0.471 1.426
Trainings
Number of
NS /
Accept Ho
Teaching



114
meant that sex had no influence to the authoritative
respondents.

115
the authoritative classroom management style practiced by
value of -0.204 which denoted negligible negative

116
significant.
to the authoritative classroom management style they
practiced.
income, the coefficient of correlation yielded a value of –

117
significant.
income was accepted. This meant that the average monthly
family income of the teacher-respondents had nothing to do
with the authoritative classroom management style practiced
by them.

118
significant.
classroom management style and the number of relevant
in-service trainings of the teacher-respondents was
accepted. This meant that the number of relevant in-service
trainings attended by the teacher-respondents had no
influence to the authoritative classroom management style
practiced by them.
significant.
119
nothing to do with the authoritative classroom management
respondents, none of them significantly influenced the
authoritative classroom management style they practiced in
school.
Democratic. Table 25 reveals the result of the
management style along democratic classroom management
management style of teacher-respondents along democratic
of correlation yielded a value of 0.037 which denoted
negligible positive correlation. In testing the

120
Therefore, the null hypothesis that states that,
meant that age had nothing to do with the democratic
respondents.
121
Table 25

Democratic
Coeffi-
Evalua-
Variate tion /
Decision
tion
NS /
Age 0.037 Negligible 0.760 0.310
Accept Ho
NS /
Sex -0.171 Negligible 0.151 1.452
Accept Ho
NS /
Accept Ho
Educational
NS /
Qualifi- -0.090 Negligible 0.457 0.756
Accept Ho
cation
Average
Monthly NS /
0.144 Negligible 0.254 1.217
Family Accept Ho
Income
Number of
Relevant NS /
0.089 Negligible 0.693 0.748
Trainings
Number of
NS /
Accept Ho
Teaching



122
meant that sex had no influence to the democratic classroom
management style practiced by the teacher-respondents.
management style teacher-respondents along democratic

123
the democratic classroom management style practiced by the
teacher-respondents.
significant.

124
to the democratic classroom management style they
practiced.
income, the coefficient of correlation yielded a value of
significant.
with the democratic classroom management style practiced by
them.
125
significant.
democratic classroom management style practiced by them.

126
significant.
nothing to do with the democratic classroom management
democratic classroom management style they practiced in
school.
127
Laissez-Faire. Table 26 reveals the result of the
management style along laissez-faire classroom management
management style of teacher-respondents along laissez-faire
than the critical value and the p-value turned greater
than the α. This signified that the correlation between the

128
Table 26

Laissez-Faire
Coeffi-
Evalua-
Variate tion /
Decision
tion
NS /
Age -0.007 Negligible 0.956 0.059
Accept Ho
NS /
Sex -0.136 Negligible 0.254 1.149
Accept Ho
NS /
Accept Ho
Educational
NS /
Qualifi- 0.106 Negligible 0.383 0.892
Accept Ho
cation
Average
Monthly NS /
-0.190 Negligible 0.130 1.619
Family Accept Ho
Income
Number of
Relevant NS /
0.106 Negligible 0.616 0.892
Trainings
Number of
NS /
Accept Ho
Teaching


meant that age had nothing to do with the laissez-faire

129
respondents.
meant that sex had no influence to the laissez-faire
respondents.

130
the laissez-faire classroom management style practiced by

131
significant.
to the laissez-faire classroom management style they
practiced.
classroom management style and their average monthly
family income, the coefficient of correlation yielded a

132
significant.
with the laissez-faire classroom management style practiced
by them.
133
significant.
lassiez-faire classroom management style practiced by them.

134
significant.
nothing to do with the laissez-faire classroom management
lassiez-faire classroom management style they practiced in
school.
Academic Performance of Pupils Based on

Their General Average During the
School Year 2014 – 2015
Table 27 provides the data on the academic performance
of pupils based on their general average during the School
Year 2014 – 2015.
Table 27 shows that a number of the pupil-respondents
garnered academic performance of 80.00 – 82.99 based on
their final grade during the School Year 2014 – 2015,
accounting for 38 or 52.78 percent. Sixteen of them or
22.22 percent obtained academic performance of 77.00 –

135
79.99 while seven or 9.72 per cent got 83.00 – 85.99,
one or 1.39 percent obtained academic performance of
Table 27
Academic Performance of Pupils Based on Their

General Average During S. Y 2014 – 2015
Academic Rating f %
89.00 – 91.99 1 1.39
86.00 – 88.99 1 1.39
83.00 - 85.99 7 9.72
80.00 – 82.99 38 52.78
77.00 – 79.99 16 22.22
Not Stated 9 12.50
Total 72 100.00
Mean 81.15
S. D. 2.33
C. V. 0.03
89.00 – 91.99 and another one or 1.39 percent got 86.00 –
88.99 percent.
The mean academic performance of the pupil-respondents
based on their final grade during the School Year 2014 –
2015 was pegged at 81.15 with a SD of 2.33 and CV of 0.03.
This signified that more or less the pupil-respondents
were homogeneously performing academically with a slight
variation in their academic performance as compared with
the average. Furthermore, the pupil-respondents showed a

136
favorable academic performance during the school year being
shown by the mean which turned higher than the required
mastery level of 75.00 per cent (DepEd).
Relationship Between the Academic Performance

of the Pupil-Respondents and the Classroom
Management Style of Teacher-Respondents
Table 28 reveals the result of the correlation between
the academic performance of the pupil-respondents based on
their final general average during the School Year 2014 –
2015 and the classroom management styles practiced by the
teacher-respondents along authoritarian, authoritative,
democratic, and laissez-faire.
In associating the academic performance of pupil-
School Year 2014 – 2015 and the authoritarian classroom
management style practiced by the teacher-respondents, the
coefficient of correlation yielded a value of 0.082
denoting a negligible positive correlation. Further test of
the significance of the coefficient value using the
Fisher’s t-test, the computed value resulted to 0.688 with
a p-value of 0.524. In comparing the computed value with
the critical value of 1.994 and the p-value with the α, it
can be noted that the computed t-value turned lesser than
the critical value and the p-value turned greater than the
α. This signified that the correlation between the

137
is no significant relationship between the academic
Table 28
Relationship Between the Academic Performance of the

Pupils Based on Their Final General Average During
S. Y 2014 – 2015 and the Teacher-Respondents’
Classroom Management Styles
Coeffi-
Classroom Evalua-
Management tion /
Styles Decision
tion
NS /
Authoritarian 0.082 Negligible 0.524 0.688
Accept Ho
S /
Authoritative 0.392 Low 0.001 3.565
Reject Ho
S /
Democratic 0.289 Low 0.014 2.526
Reject Ho
NS /
Lassiez-Faire -0.201 Low 0.115 1.717
Accept Ho


performance of the pupil-respondents based on the final
general average during the School Year 2014 – 2015 and
authoritarian classroom management style practiced by the

138
teacher-respondents was accepted. This meant that the
academic performance of the pupil-respondents was not
influenced by the authoritarian classroom management style
of the teacher.
respondents based on their final general average during the
School Year 2014 – 2015 and the authoritative classroom
denoting a low positive correlation. Further test of the
significance of the coefficient value using the Fisher’s t-
test, the computed value resulted to 3.565 with a p-value
of 0.001. In comparing the computed value with the critical
value of 1.994 and the p-value with the α, it can be noted
that the computed t-value turned greater than the critical
value and the p-value turned lesser than the α. This
signified that the correlation between the aforesaid
variables was significant.
no significant relationship between the academic
authoritative classroom management style practiced by the
teacher-respondents was rejected. This meant that the

139
academic performance of the pupil-respondents was
influenced by the authoritative classroom management style
of the teacher.
The correlation being positive suggested a direct
proportional relationship. This meant that the more the
teacher-respondents practiced authoritative classroom
management style, the higher the performance of the
pupil-respondents. This implied that the teachers being
authoritative compelled the pupils to study harder thereby
manifesting better academic performance.
School Year 2014 – 2015 and the democratic classroom
denoting a low positive correlation. Further test of the
significance of the coefficient value using the Fisher’s t-
test, the computed value resulted to 2.526 with a p-value
of 0.014. In comparing the computed value with the critical
value of 1.994 and the p-value with the α, it can be noted
that the computed t-value turned greater than the critical
value and the p-value turned lesser than the α. This
signified that the correlation between the aforesaid
variables was significant.

140
no significant relationship between the academic
democratic classroom management style practiced by the
teacher-respondents was rejected. This meant that the
academic performance of the pupil-respondents was
influenced by the democratic classroom management style of
the teacher.
The correlation being positive suggested a direct
proportional relationship. This meant that the more the
teacher-respondents practiced democratic classroom
management style, the higher the performance of the pupil-
respondents. This implied that the teachers being
democratic allowed the pupils to freely explore themselves
with their talents and thereby perform better academic
performance.
School Year 2014 – 2015 and the laissez-faire classroom
coefficient of correlation yielded a value of -0.201
denoting a negligible negative correlation. Further test of
the significance of the coefficient value using the

141
Fisher’s t-test, the computed value resulted to 1.717 with
a p-value of 0.115. In comparing the computed value with
the critical value of 1.994 and the p-value with the α, it
can be noted that the computed t-value turned lesser than
the critical value and the p-value turned greater than the
α. This signified that the correlation between the
is no significant relationship between the academic
general average during the School Year 2014 – 2015
and lassiez-faire classroom management style practiced by
the teacher-respondents was accepted. This meant that the
academic performance of the pupil-respondents was not
influenced by the lassiez-faire classroom management style
of the teacher.
In summary, of the four identified classroom
management styles practiced by the teacher-respondents,
authoritative and democratic classroom management styles
posed significant influence to the academic performance of
the pupil-respondents based on the final general average
during the School Year 2014 – 2015. The other two
identified classroom management styles, namely:
authoritarian and laissez-faire proved no significant

142
influence to it.
Implications Derived from the

Findings of the Study
The following implications were drawn from the
findings/results this study:
Firstly, the finding that there is no significant
relationship between the teacher-respondents’ profile
variates with the classroom management styles they employed
implies that regardless of their age and sex, civil
status, educational qualification, average monthly family
income, number of relevant in-service trainings and number
of years in teaching, the academic performance of the
pupils is not affected. It further implies that said
variables may not play a major role in classroom
instruction.
Secondly, it was found out in this study that the
classroom management styles of authoritative and democratic
had significant correlation with the academic performance
of the pupils. There was direct proportional correlation.
This implies that said two styles of classroom management
tend to favor a more positive influence on the pupils’
academic performance.
Finally, the above-cited findings would suggest that
there is a need to re-examine the components of the RPAST

143
to give way for a possible greater weight for the classroom
management styles employed by the teachers in evaluating
their teaching performance.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings of
the study with the corresponding analyses and
interpretations of the data.
Summary of Findings
The following were the major findings of the study:
1. The mean age of this group of respondents was
0.30. Furthermore, majority of the teacher-respondents were
female.
2. Majority of the teacher-respondents were married and
only few of them were single and widowed.
3. Majority of the teacher-respondents had
baccalaureate degree as the highest educational
qualification. However, there were a number of them who had
advanced education.
teacher-respondents was pegged at Php19,895.38 with a SD of
Php8,269.52 and a CV of 0.42.
5. The teacher-respondents attended several
trainings in the different levels – national, regional,
division, and district. Most of their trainings were in the

145
regional and district levels.
6. The mean number of years in teaching of the
teacher-respondents was 10.78 years with a SD of 9.64 years
and CV of 0.89.
7. The mean age of the administrator-respondents was
CV of 0.11 whereby majority of the them were female.
8. All of the administrator-respondents were
married.
9. Half of the administrator-respondents were in the
doctoral level while few of them were in the master’s level
and baccalaureate degree.
10. The mean number of years as administrator of the
and CV of 0.37.
12. The mean number of family members of the
administrator-respondents was six with a SD of two members
and CV of 0.33.
13. The administrator-respondents attended several
trainings also in the different levels – national,
regional, division, and district. Most of their trainings

146
were in the regional and district levels.
styles of the teacher-respondents along authoritarian
classroom management style. However, they slightly differed
in the numerical assessment. The teacher-respondents gave a
same adjectival interpretation of “neutral.”
styles of the teacher-respondents along authoritative
interpretation of “agree.”
styles of the teacher-respondents along democratic

147
interpretation of “neutral.”
styles of the teacher-respondents along laissez-faire
interpretation of “disagree.”
18. None of the personal variates of the teacher-
respondents proved to have an influence to the classroom
management styles they practiced in school along
faire.
19. The mean academic performance of the pupil-
respondents based on their final grade during the School
Year 2014 – 2015 was pegged at 81.15 with a SD of 2.33 and
CV of 0.03.
20. In the association of the academic performance of
the pupil-respondents and the classroom management styles
practiced by the teacher-respondents, the following results
were arrived at: authoritarian, not significant;
authoritative, significant; democratic, significant;
laissez-faire, not significant.

148
Conclusions
Based on the findings of the study, the following
conclusions were drawn:
1. The teacher-respondents were on their late 30’s
but relatively young and at the prime of their age, which
were dominated by the female sex, an indication that in the
past, if not up to the present, majority of those who took
up the teacher education course belonged to this sex and
only few of the males embraced the teaching profession.
2. Most of the teacher-respondents had conjugal
family responsibilities which they raise and maintain by
the income they derived from teaching.
3. The teacher-respondents were educationally
qualified having obtained the minimum educational
requirement required for the teaching position. Some,
however, recognized the value of advanced education that
they pursued the master’s level or even obtaining a
master’s degree.
4. The teacher-respondents had a regular family
income which they used to finance the basic and nutritional
needs of the family members.
5. The teacher-respondents considered in-service
trainings as their avenue for professional growth that a
number of them strove to attend in the different levels as

149
their chances warranted them to attend.
6. The teacher-respondents had been teaching for
quite a number of years, however, a number of them were
newly hired.
7. The administrator-respondents were on their late
40’s but at the prime of their age. Moreover, female
dominance existed among administrator-respondents as
the result of the observation in the past that women mostly
embraced teaching as a profession so that in the event of
promotion to administrator positions, most of them rose
from the ranks.
8. Most of administrator-respondents had conjugal
family responsibilities which they raise and maintained by
the income they derived from their profession.
9. A number of administrator-respondents had earned
educational qualification higher than the minimum
educational level required for the teaching profession.
10. The administrator-respondents had been in the
service as school administrators for quite a number of
years.
11. The administrator-respondent had a regular income
they earned to finance the basic necessities of their
respective family members.
12. The administrator-respondents had an ideal family

150
size of six based on the average family set in the
calculation of the poverty threshold that is composed of
the couple and four children.
13. The administrator-respondents considered also in-
service trainings as their avenue for professional growth
that a number of them had attended trainings in the
different levels which they were required to attend.
teacher-respondents. Along authoritarian both groups of
respondents perceived the teacher-respondents as practicing
moderately; authoritative, highly; democratic, moderately;
and laissez-faire, slightly. Thus, the corresponding null
hypotheses to these effects were accepted.
15. The practice of the teacher-respondents with the
different classroom management styles was not influenced by
their personal characteristics.
16. More or less the pupil-respondents were
homogeneously performing academically with a slight
variation in their academic performance as compared with
the average. Furthermore, the pupil-respondents showed a
favorable academic performance during the school year being
shown by the mean which turned higher than the required
mastery level of 75.00 per cent (DepEd).

151
17. Of the four identified classroom management
styles practiced by the teacher-respondents, authoritative
and democratic classroom management styles posed
significant influence to the academic performance of the
pupil-respondents based on the final general average during
the School Year 2014 – 2015. The other two identified
classroom management styles, namely: authoritarian and
laissez-faire proved no significant influence to it.
Recommendations
Based on the conclusions drawn from the findings of
the study, the following are the recommendations:
1. As it is revealed in this study that pupils’
academic performance was significantly influenced by both
the authoritative and democratic classroom management
styles practiced by the teachers, it is recommended that
teachers at all times should practice authoritative-
democratic classroom management styles in the classroom all
the time as a strategy to boost the academic performance of
the pupils. The greater extent the teachers assume
authority in the classroom and allow the pupils to explore
their innate abilities would compel the pupils to excel
more in their academic performance.
2. Although the other identified classroom management
styles did not prove significantly influencing the academic

152
performance of the pupils, they can still be practiced by
the teachers in moderation. As teachers, they should be
contingent in the use of classroom management styles, that
is, they should practice what is appropriate for a
situation and not practicing similar styles which might not
be appropriate for a certain situation.
3. The teachers should be encouraged to explore
other classroom management styles which may be effective in
raising the academic performance of the pupils.
4. This study could be of practical value in the
light of the implementation of the K to 12 Program of the
government.
5. Another study may be conducted to validate the
findings of this study.
6. A sequel study may be conducted exploring other
classroom management styles which might influence the
academic performance of the pupils.

B I B L I O G R A P H Y
154
BIBLIOGRAPHY
A. BOOKS
Aquino, Gaudencio V., Curriculum Innovation, Mandaluyong

City: National Bookstore, 2009.
Bilbao, Purita P., et al., The Teaching Profession, Quezon

City: Lorimar Publishing, Inc., 2006.
Calderon, Jose F., Foundations of Education, Quezon City:

Rex Printing Company, Inc., 1999.
Calmorin, Laurentina P., Educational Research Measurement

and Evaluation, 2nd ed.,Manila: National Bookstore,
1994.
Castillon-Boiser, Diosdada, Strategies for Teaching: A

Modular Approach, Manila: Rex Bookstore, 2000.
Duka, Cecilio D., Philosophy of Education, Manila: Rex

Bookstore, 2006.
Ebel, R.L., Measuring Educational Achievement, New Jersey:

Prentice-Hall, Inc., 1965.
Freud, John E. and Gary A. Simon, Modern Elementary

Statistics, New Jersey: Prentice-Hall, Inc., 1992.
Gellor, Jaime M., Readings on New Thrusts in Education,

Unnamed Publisher, 1984.
Lardizabal, Amparo S., Principles and Methods of Teaching,

3rd ed., Quezon City: Phoenix Publishing House, 1995.
Morphet, William H., Administrative Action: The Techniques

of Organization and Management, New York: Prentice-Hall,
1967.
Palma, Jesus C., Curriculum Development System: A Handbook

for School Practitioners in Basic Education, Mandaluyong
Palma, Jesus C., Curriculum Development System, Mandaluyong

Pila, Rowena A., et al., The Teaching Profession in the

Philippines, Mandaluyong City: Anvil Publishing, Inc.,
2003.
155
Salandanan, Gloria G. and Brenda Corpuz, Principles of

Teaching, Quezon City: Lorimar Publishing, Inc., 2007.
Singh, Rosario P., and Corazon P. Padilla, Innovative

Teaching and Evaluation, Mandaluyong City: National
Bookstore, 1990.
Sutaria, Minda C., et al., Philippine Education: Visions

and Perspectives, Mandaluyong City: National Bookstore,
1989.
Tauber, Robert T., Classroom Management: Sound Theory and

Effective Practice, Mandaluyong City: National
Bookstore, 1999.
The New Lexicon Webster’s Encyclopedic Dictionary of the

English Language, Connecticut,USA: Lexicon Publications,
Inc., 1997.
Walpole, Ronald E., Introduction to Statistics,3rd ed., New

York: McMillan Publishing, Inc., 1982.
Weinstein, Carol S. and Andrew Mignano, Jr., Elementary

Classroom Management: Lessons from Research and
Practice, Mandaluyong City: National Bookstore, 2003.
Zulueta, Francisco M., Principles and Methods of Teaching,

Manila: Rex Bookstore, 1991.
B. PUBLISHED MATERIALS
Florin, Lauren D., “Kindergarten Teachers' Classroom

Management Beliefs and Practices and Their
ImplicationsOn the Social and Academic Outcomes,”
Published Masters Thesis, Old Dominion University,
Norfolk, Virginia, USA, May 2011.
Keohan, David J., “Middle School Classroom Management and

Student Behavior,” Published Master’s Thesis, Sierra
Nevada College, Nevada, USA, May 2013.
Obwoya, Martin F., “Classroom Management and Learners’

Achievement in Secondary Schools in Kitgum”, Published
Master’s Thesis, Gulu University, Gulu, Uganda,
April 2013.
156
C. UNPUBLISHED MATERIALS
Enderio, Demetria R., “Performance of Grade III Pupils in

Mathemetics: Basis for an Enhancement Program,”
Unpublished Master’s Thesis, Samar College,
Catbalogan, Samar, March 2004.
Laboc, Josefina M., “Classroom Learning Environment and

Attitude Towards Reading English Language of Grade VI
Pupils, Unpublished Master’s Thesis, Samar College,
Catbalogan City, Samar, 2008.
Maghanoy, Rosalia S., “Learning Styles of Secondary

Students as Correlates to Their Reading Capacity
Level,” Unpublished Master’s Thesis, Samar College,
Padilla, Pedrito G., “Students’ Achievement in Science and

Technology in the Secondary Education Development
Program (SEDP): The Eastern Visayas Experience,”
Unpublished Master’s Thesis, Samar State University,
Perez, Edwin S., “Scholastic Performance of Grade Six

Pupils in Science Among Private and Public Schools in
Catbalogan, Samar: Inputs for Enrichment Program,”
Catbalogan, Samar, March 2005.
Reballos-Gabon, Ronila, “Teaching Effectiveness of

Secondary School Teachers of Wright National High
School: Basis for an Intervention Scheme,” Unpublished
Master’s Thesis, Samar College, Catbalogan City, 2013.
Tan-Payos, Christene, “Filipino Management Styles of

Secondary School Administrators and Teachers’
Performance: The Northern Samar Experience,”
Catbalogan, Samar, 2004.
D.ELECTRONIC AND OTHER SOURCES
http://www.globalpartnership.org/education, November 22,

2014.
http://www.lawphil.net/consti/cons1987.html, November 26,

2014.
157
http://www.unicef.org/education/files/QualityEducation.PDF
November 15, 2014.
http://teaching.about.com/od/classroommanagement/tp
/Classroom-Management-Tips.htm, November 15, 2014.
http://www.edutopia.org/classroom-management-
relationships-strategies-tips November 15, 2014.
http://educ-reality.com/behaviour-management-theories/,
November 20, 2014.
http://study.com/academy/lesson/john-dewey-on-education-
impacttheory.html October 12, 2014.
http://www.tecweb.org/styles/gardner.html, October
12, 2014.
http://www.oxfordbibliographies.com/view/document/obo-97
80199756810/obo-9780199756810-0108.xml, November 20,
2014.
http://www.pent.ca.gov/pos/cl/es/classroommanagementstyle.p
df,November 10, 2014.
https://blog.udemy.com/classroom-management-styles/,
November 10, 2014).
http://dictionary.reference.com/browse/education,October 23,
2014.
http://www.ascd.org/publications/books/103027/chapters/The-
Critical-Role-of-Classroom-Management.aspx,
November 20, 2014.
https://blog.udemy.com/effective-classroom-management-2/,
November 20, 2014.
158
https://blog.com/-classroom-management November 20, 2014.
http://edglossary.org/classroom-management/, November 25,

2014.
df, November 15, 2014.
http://www.education.indiana.edu/cas/tt/v1i2/what.html 3,
November 15, 2014.
http://www.ascd.org/publications/books/103027/chapters/The-
Critical-Role-of-Classroom-Management.aspx, January 20,
2015.
Biri Municipality Tourism Office Hand-out, February 2015.

A P P E N D I C E S
160
APPENDIX A
Republic of the Philippines

Commission on Higher Education
SAMAR COLLEGE
GRADUATE STUDIES
Catbalogan City
October 3, 2014
THE DEAN
Graduate Studies
Samar College
Catbalogan City
M a d a m:
With the desire of the undersigned researcher to start

writing her thesis proposal, she has the honor to submit for your
evaluation, suggestion, recommendation and approval three
proposed titles, preferably number 1, to wit:
1. Classroom Management Styles of Teachers: Their Effect

on the Academic Performance of Pupils in the
Elementary Grade Schools in the District of Biri,
Division Of Northern Samar
2. K to 12 Year 3 Implementation: Issues and Concerns
Felt by School Heads and Teachers in the District of
Biri, Division of Northern Samar
3. Classroom Management and Academic Achievement of
Pupils in Biri Central Elementary Schools
I anticipate for your prompt and favorable consideration.
Very Truly yours,
(SGD.) IVY ABLAY ESTAVILLO

Graduate Student
Recommended
Title:
____#1_______ (SGD.) BANELLO P. GABON, Ph. D.

Evaluator
____#1_______ (SGD.) NATALIA B. UY, Ph. D.
Evaluator
____#1_______ (SGD.) PEDRITO G. PADILLA, Ph. D.
Evaluator
APPROVED TITLE No. _#1_
(SGD.) NIMFA T. TORREMORO, Ph. D.

Dean, Graduate Studies
161
APPENDIX B

SAMAR COLLEGE
GRADUATE STUDIES
Catbalogan City
ASSIGNMENT OF ADVISER
NAME : IVY ABLAY ESTAVILLO
COURSE : Master of Arts in Education
SPECIALIZATION : Educational Management
TITLE OF THESIS PROPOSAL : Classroom Management Styles:
Their Effect on the Academic
Performance Of the Pupils
in the Elementary Grade
Schools in the District of Biri,
Division of Northern Samar
NAME OF ADVISER : Pedrito G. Padilla, Ph. D.

Graduate Student
CONFORME:
(SGD.) PEDRITO G. PADILLA, Ph. D.

Adviser
APPROVED:

162
APPENDIX C
Letter-Request for Permission to the Schools Division

Superintendent to Field Questionnaires and Have
Access to Report on Promotions

Department of Education
Region VIII
DIVISION OF NORTHERN SAMAR
Catarman, Northern Samar
June 29, 2015

CRISTITO ACERO ECO,CESE
Schools Division Superintendent
Sir:
Greetings!
The undersigned would like to seek permission from your good office to
conduct a study on her Master’s Thesis entitled “Classroom Management Styles of
Teachers: Their Influence on the Academic Performance of Pupils in the District
of Biri, Division Of Northern Samar”.
The target respondents of the said study in which questionnaires will
be fielded are the six elementary administrators and all of the teachers of the
eleven elementary schools.
The undersigned would also like to seek permission for the access of
Form SF-5 (Report on Promotion), S.Y. 2014-2015 of all of the eleven schools as
part of the documentary analysis of this study.
Thank you in anticipation for a favorable consideration. More power and
God bless.
Respectfully yours,
(SGD.)IVY ABLAY ESTAVILLO

Teacher-Researcher
Recommending Approval:
(SGD,)PEDRITO G. PADILLA, Ph. D.

Adviser

Samar College
APPROVED:
(SGD,) CRISTITO A. ECO,CESE

Schools Division Superintendent
163
APPENDIX D
Letter-Request for Permission to the Public Schools

District Supervisor to Field Questionnaires and Have

Region VIII
June 29, 2015

ETHELINDA PAREDES-ASIS
Public Schools District Supervisor
Madam:
Greetings!
The undersigned is currently conducting a study on her Master’s Thesis
entitled “Classroom Management Styles of Teachers: Their Influence on the
Academic Performance of Pupils in the District of Biri, Division Of Northern
Samar”.
In view thereof, she would like to ask permission from your good office
that she be allowed to field her questionnaires to all of your faculty and have
access to the Report on Promotions, S.Y. 2014-2015 of the entire District of
Biri for documentary analysis.
God bless.
Respectfully yours,

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) ETHELINDA P. ASIS

Public Schools District Supervisor
164
APPENDIX E
Letter-Request for Permission to the Head Teacher of Bagong

Silang Elem. School and Langub-Langub Elem. School
to Field Questionnaires and Have

Region VIII
June 29, 2015

ROGELIO LABENIA CALVO
Head Teacher
Bagong Silang Elementary School and
Langub-Langub Elementary School
Sir:
Greetings!
Samar”.
access to the Report on Promotions, S.Y. 2014-2015 for documentary analysis.
God bless.
Respectfully yours,

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) ROGELIO L. CALVO

Head Teacher I
165
APPENDIX F
Letter-Request for Permission to the Head Teacher of Basud

Elem. School, Talisay Elem. School and Tampipi Elem.
School to Field Questionnaires and Have

Region VIII
June 29, 2015

TERESITA ALBARIO-CANESO
Head Teacher
Basud Elementary School,
Talisay Elementary School and
Tampipi Elementary School
Madam:
Greetings!
Samar”.
God bless.
Respectfully yours,

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) TERESITA A. CANESO

Head Teacher-I
166
APPENDIX G
Letter-Request for Permission to the Head Teacher of Biri

Central Elementary School to Field Questionnaires
and Have Access to Report on Promotions

Region VIII
June 29, 2015

MARIVIC AMOR-ESTAVILLO
Head Teacher
Biri Central Elementary School
Madam:
Greetings!
Samar”.
God bless.
Respectfully yours,
(SGD.)IVY ABLAY ESTAVILLO

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) MARIVIC A. ESTAVILLO

Principal-I
167
APPENDIX H
Letter-Request for Permission to the Head Teacher of

Cawayan Elem. School, Macaret Elem. School and Salvacion
Elem. School to Field Questionnaires and Have Access
to Report on Promotions

Region VIII
June 29, 2015

PELAGIO BALAWANG ESTAVILLO
PRINCIPAL
Cawayan Elementary School,
Macaret Elementary School and
Salvacion Elementary School
Sir:
Greetings!
Samar”.
82
God bless.
Respectfully yours,

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) PELAGIO B. ESTAVILLO

Principal-I
168
APPENDIX I
Letter-Request for Permission to the Head Teacher of

Palhugan Elementary School to Field Questionnaires

Region VIII
June 29, 2015

GLENDA ENGO-EVANGELISTA
Head Teacher
Palhugan Elementary School
Madam:
Greetings!

Samar”.
God bless.
Respectfully yours,

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) GLENDA E. EVANGELISTA

Head Teacher-I
169
APPENDIX J
Letter-Request for Permission to the Head Teacher of San

Antonio Elementary School to Field Questionnaires

Region VIII
June 29, 2015

ELENA ESTAVILLO-FLORES
PRINCIPAL
San Antonio Elementary School
Madam:
Greetings!
Samar”.
86
God bless.
Respectfully yours,

Teacher-Researcher

Adviser

Samar College
APPROVED:
(SGD.) ELENA E. FLORES

Principal-I
170
APPENDIX K

SAMAR COLLEGE
GRADUATE STUDIES
Catbalogan City
July 1, 2015
Dear Respondent:
Good day!
The undersigned researcher is currently conducting

a study entitled, “Classroom Management Styles: Their
Influence on the Academic Performance of the Pupils in the
District of Biri, Division of Northern Samar”, as a
requirement for the degree Master of Arts in Education with
the College of Graduate Studies of Samar College,
Catbalogan City.
Along this line, she would like to request for your

support and cooperation by answering the attached
questionnaire.
Rest assured that all the pieces of information you

provide in her study will be treated with utmost
confidentiality and that these will solely be used for
research purposes and would be presented without any
reference to a particular person.
Thank you.
Truly yours,

Researcher
171
APPENDIX L
QUESTIONNAIRE
(For the Teacher-Respondents)
PART I. PROFILE OF RESPONDENTS
Direction: Kindly provide the information asked for by

writing in the space provided or by checking
the appropriate box. You may or may not
write your name (OPTIONAL ONLY).
Name:________________Age:_____ Sex: Male Female
Civil Status: Single Separated
Married Annulled
Widowed Others, Specify:___
Educational
Qualification: Doctoral Degree
Doctoral Level
Master’s Degree
Master’s Level (Including CAR)
Baccalaureate Degree
Others, specify:__________________
Average Monthly Family

Income:__________________________________
Number of Years in
Teaching:____________________________________
172
Number of Relevant In-service Trainings Attended:
Level Number of Trainings

International
National
Regional
Division
District
Others, specify:______________
PART II. CLASSROOM MANAGEMENT STYLES
Direction: Below are twelve statements on classroom

management styles. Read each statement
carefully. Respond to each statement based
upon your either actual or perceived/imagined
classroom experience. Write your
response to each statement and signify your
agreement by checking the appropriate column
using the following scale:
5 = Strongly Agree
4 = Agree
3 = Neutral (Not Certain)
2 = Disagree
1 = Strongly Disagree
Classroom Management Statements 5 4 3 2 1

(SA) (A) (N) (D) (SD)
during class, I send him/her
to principal’s office, without
further discussion.
2. I don't want to impose any
rules on my students.
3. The classroom must be quiet in
order for students to learn.
4. I am concerned about both what
my students learn and how they
learn.
(SA) (A) (N) (D) (SD)
homework assignment, it is not
my problem.
6. I don't want to reprimand a
student because it might hurt
his/her feelings.
7. Class preparation isn't worth

the effort.
8. I always try to explain the

reasons behind my rules and
decisions.
9. I will not accept excuses from
a student who is tardy.
10. The emotional well-being
of my students is more
control.
11. My students understand
that they can interrupt my
lecture if they have a
relevant question.
12. If a student requests a
hall pass, I always honor the
request.
THANK YOU FOR YOUR COOPERATION!
IVY ABLAY ESTAVILLO

Researcher
174
APPENDIX M
QUESTIONNAIRE
(For Administrator-Respondents)
PART I. PROFILE OF RESPONDENTS
Direction: Kindly provide the information asked for by

writing in the space provided or by checking
the appropriate box. You may or may not
write your name (OPTIONAL ONLY).
Name:___________________ Age:____Sex: Male Female
Civil Status: Single Separated
Married Annulled
Widowed Others, specify:____
Educational
Qualification: Doctoral Degree
Doctoral Level
Master’s Degree
Master’s Level (Including CAR)
Baccalaureate Degree
Others,Specify:___________________
Number of Years as
Administrator:_______________________________
Average Monthly Family

Income:__________________________________
175
Number of Family
Members:_______________________________________
Number of Relevant In-service Trainings Attended:
Level Number of Trainings

International
National
Regional
Division
District
Others, specify:______________
PART II. CLASSROOM MANAGEMENT STYLES
Direction: Below are twelve statements on classroom

Management styles. Read each statement
carefully. Respond to each statement based
upon your either actual observation or
perceived/imagined classroom management
style of your teachers. Write your
response to each statement and signify your
agreement by checking the appropriate column
using the following scale:
5 = Strongly Agree
4 = Agree
3 = Neutral (Not Certain)
2 = Disagree
1 = Strongly Disagree

(SA) (A) (N) (D) (SD)
during class, he/she assigns
him/her to detention, without
further discussion.
2. He/She doesn’t want to impose
any rules on his/her students.
(SA) (A) (N) (D) (SD)
3. The classroom must be quiet in
order for students to learn.
4. He/She is concerned about both
what his/her students learn
and how they learn.
homework assignment, it is not
his/her problem.
6. He/She doesn’t want to
reprimand a student because it
might hurt his/her feelings.
7. Class preparation isn't worth

the effort.
8. He/She always tries to explain

the reasons behind his/her
rules and decisions.
9. He/She will not accept excuses
from a student who is tardy.
10. The emotional well-being
of his/her students is more
control.
11. His/Her students
understand that they can
interrupt his/her lecture if
they have a relevant question.
12. If a student requests a
hall pass, he/she always honor
the request.
THANK YOU FOR YOUR COOPERATION!

Researcher
177
APPENDIX N
Classroom Management Profile/Sytle Statements
1. If a student is disruptive during class, I send
him/her to the principal’s office, without further
discussion.
2. I don’t want to impose any rules on m students.
3. The classroom must be quiet in order for students to
learn.
4. I am concerned about both what my students learn and
how they learn.
5. If a student turns in a late homework/assignment, it
is not my problem.
6. I don’t want to reprimand a student because it might
hurt his/her feelings.
7. Class preparation is not worth the effort.
8. I always try to explain the reasons behind my rules
and decisions.
9. I will not accept excuses from a student who is tardy.
10. The emotional well-being of my students is more
important than classroom control.
11. My students understand that they can interrupt my
lecture if they have a relevant question.

178
12. If a student requests a hall pass, i always honor
the request.
Note:
Numbers 1, 3 and 9 are authoritarian statements.
Numbers 4, 8 and 11 are authoritative statements.
Numbers 6, 10 and 12 are democratic statements.
Numbers 2, 5 and 7 are laissez-faire statements.
(http://www.pent.ca.gov/pos/cl/es/classroommanagementstyl
e pdf,November 10, 2014).

C U R R I C U L U M V I T A E
180
CURRICULUM VITAE
NAME : IVY ABLAY ESTAVILLO
HOME ADDRESS : Pabanog, Paranas, Samar
DATE OF BIRTH : April 13, 1987
PLACE OF BIRTH : Las Navas, Northern Samar
CIVIL STATUS : Single
PRESENT POSITION : Teacher I
STATION : Basud Elementary School
DEGREE PURSUED : Master of Arts in Education
SPECIALIZATION : Educational Management
EDUCATIONAL BACKGROUND
ELEMENTARY : Pabanog Elementary School

Pabanog, Paranas, Samar......1994-2000
SECONDARY : Samar State Polytechnic College

Catbalogan City, Samar ......2000-2004
TERTIARY : Bachelor of Elementary Education

University of Eastern Philippines
Catarman, Northern Samar ....2004-2009
GRADUATE STUDIES : Master of Arts in Education

Major in Educational Management
Samar College
Catbalogan City, Samar.....2010-present
ELIGIBILITY
Licensure Examination for

Teachers (LET) : 79.60%
: Legazpi City, Oct. 1, 2009
181
WORK EXPERIENCE
Public Elementary School Teacher I, Basud Elementary School

Biri, Northern Samar .............. 2010 - present
Municipal Paid School Teacher, Pabanog Elementary School

Pabanog, Paranas, Samar ........... Jan. 2010-Mar. 2010
TRAININGS/SEMINARS/WORKSHOPS ATTENDED
National Conference Workshop on Culture and Arts
Three-day Division-based Training on Instructional

Strategies in Multigrade Classes
Teachers Induction Program
Basic Computer Literacy Program

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CLASSROOM MANAGEMENT STYLES OF TEACHERS: THEIR INFLUENCE ON

THE ACADEMIC PERFORMANCE OF PUPILS IN THE DISTRICT

OF BIRI, DIVISION OF NORTHERN SAMAR

IVY ABLAY ESTAVILLO

In partial fulfillment of the requirements for the

PEDRITO G. PADILLA, Ph. D.

Approved by the Committee on Oral Examination on

NIMFA T. TORREMORO, Ph. D.

IMELDA M. UY, Ed. D. NATALIA B. UY, Ph. D.

GUILLERMO D. LAGBO, D.P.A. GINA L. PALINES, Ph. D.

Accepted and approved in partial fulfillment of the

NIMFA T. TORREMORO, Ph. D.

Date of Oral Examination:

“Knowledge is power”. If a man knows, he lives and

thus keeps life to its fullest. Learning is indeed an

inseparable object in this ever changing world. What we

hear, write or speak were all products of the continuing

effects of learning. Study, however, is a more acceptable

term not just in secular aspects but as well as relative to

the holistic phase on how we understand things. In this

great means, what we do now is an evidence of our

admiration in continuing our efforts to move fully

determined at new terms to arrive at WISDOM . . . .

The researcher would like to express her utmost

gratitude and appreciation to the following individuals

who extended their unending assistance, guidance,

encouragement, support and inspiration that made this

Foremost, to Dr. Pedrito G. Padilla, the researcher’s

finest and most prolific adviser, who helped and provided

pure and immense knowledge pivotal in developing this piece

and sharing his expertise that greatly assisted the

researcher. Through his wisdom of encouragement, patience

and assistance, the researcher persevered in pursuing for

the realization of this study.

In particular, to the Dean of the College of Graduate

Studies of Samar College, Dr. Nimfa T. Torremoro, for the

motherly advice and guidance in continuing and finishing

the degree, Master of Arts in Education (M.A.Ed.). Through

her inspiring and overwhelming words, the researcher was

encouraged to start and finish this piece.

To the members of the Panel of Examiners namely: Dr.

Gina L. Palines, Dr. Imelda M. Uy, Dr. Natalia B. Uy, and

Dr. Guillermo D. Lagbo for their vivid perusal, insightful

comments and encouragement, and for the questions which

motivated the researcher to widen her perspective.

To Mrs. Ethelinda P. Asis, the District Supervisor of

essential materials and information upon the conduct of the

To Ante Diding, Uncle Jhun and Aunt Marivic, for their

professional assistance in making the output more

understable and realistic.

To Medoy and my co-teachers who were an instrument in

advocating for continuing professional studies. Their

support and love for advance learning.

To Jimson, for his unwavering generosity, standing as

a knowledge provider who intensely admire the importance of

advance learning through various studies.

To her number one inspiration, Jhellian Yves, her

daughter for the immeasurable love, she is the reason of

every venture of the researcher.

To Papa Vic and Mama Sarah, the researcher’s parents,

for the unconditional love, precious support and continuous

encouragement throughout the years of study and through the

process of researching and furnishing this thesis.

To Kuya Ivan, Ian and Nonoy, the researcher’s siblings