Classroom Management of Neophyte Teachers: A Mixed-Method Study

Studies shown that early years of teaching are widely recognized as the most difficult for newly graduated educators. This study investigated the classroom management skills of neophyte teachers in selected public elementary schools in Davao del Norte from the perspective of their students. A mixed-method design with a parallel convergent approach was employed. Participants included elementary students from grades 4 to 6, under the instruction of neophyte teachers. A total of 122 students were randomly chosen for the quantitative part, while 10 students were selected for the qualitative aspect: five participated in in-depth interviews and five in focus group discussions, chosen through purposive sampling. For the quantitative analysis, descriptive statistics like the mean were used to assess the average responses, and standard deviation was employed to measure the variability of students' responses regarding their teachers' classroom management practices. In the qualitative analysis, participant responses were transcribed, organized, and coded to identify themes. The study found that the overall level of classroom management among neophyte teachers was high. While no significant difference was observed in classroom management practices based on the students' sex, there was a significant difference based on grade level. The quantitative and qualitative findings aligned when compared, confirming that despite initial challenges, neophyte teachers can exhibit strong classroom management skills that foster structured, supportive, and engaging environments, benefiting students both academically and personally.