Exploring the Relationship and Labels Attached by Students: How Classroom Management Styles in a Philippine Higher Education Institution Prevail?

Year 2019, , 893 - 904, 15.07.2019

Gilbert C. Magulod Jr. Juvelyn D. Capili Roselyn M. Pinon

https://doi.org/10.12973/eu-jer.8.3.893

Abstract

This paper endeavors to ascertain the prevailing classroom management styles of instructors as well as the prevailing instructor-student relationship in a Philippine higher education institution. It   employed mixed methods of quantitative and qualitative methods of research to investigate the line of inquiry. A total of thirty faculty members and three-hundred students sampled from the population were the sources of data for the quantitative component of the study while eighteen students were selected as informants for the FGD to gather qualitative data. Findings showed that a great deal of authoritative classroom management style is being adhered by instructors while the students manifested a moderate level of connectedness and anxiety towards the classroom management styles of their instructors. Variables such as civil status, years of teaching experience, and level of educational attainment spelled differences on the classroom management styles instructors. It was uncovered that the different classroom management styles of instructors were attached with positive and negative labels and typifications. Implications of this study will serve as a reference to better prepare classroom managers of 21st-century college classrooms.

Keywords

Classroom management styles, student-teacher relationships, labels

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