Classroom Management Experiences of Non-Education Graduate Teachers

Abstract

 This study determines the non-education graduate teachers’ experiences and challenges in classroom management preparedness in a local school setting. Also, this would allow the readers to know more about addressing problems these teachers encounter. The researcher's desire to learn more about classroom management and how to become more knowledgeable inspired her to conduct this study. This study was born from the researcher’s desire to explore non-education graduate teachers in selected private schools in San Jose City, Nueva Ecija, and how they address problems encountered in classroom management during the School Year 2022-2023. A qualitative study was used in this research that asked participants about their challenges and experiences in the classroom, which is commonly referred to as "phenomenological research." The instrument used was an interview guide composed of openended questions. Participants were teachers from private schools and were non-education graduates. Findings revealed that teachers were concerned about the student's expectations and adjustments in class handling because they had ventured on a new journey away from their finished profession.

Another problem was balancing the modes of teaching for diverse learners.
Strategies used commonly by the teachers were giving interactive activities and setting rules. Activities for professional development were required to equip instructors for effective classroom management, including Training, seminars, and group dynamics. Teachers can improve their knowledge and abilities, keep up with technological developments in the classroom, and build relationships with other educators by attending seminars and Training. These results can help educators and policymakers in future studies on classroom management.