Classroom Management Practices of Grade 3 English Teachers of Public Elementary Schools at City of Ilagan, Isabela

This study examined the classroom management practices of Grade 3 English teachers in public elementary schools in the City of Ilagan, Isabela, in support of the global agenda for quality education. Specifically, it described the teachers’ profile, assessed their classroom management practices across five domains, identified challenges encountered, and determined significant differences when grouped according to selected profile variables. The study employed a descriptive–comparative quantitative research design and utilized a validated researcher-developed questionnaire (Cronbach’s alpha = 0.89). A total of 88 Grade 3 English teachers were included through total enumeration. Data were analyzed using frequency, percentage, weighted mean, t-test, and Analysis of Variance (ANOVA) at a 0.05 level of significance. Findings revealed that teachers demonstrated a very high level of classroom management practices across all domains—establishing rules and routines (M = 4.78), managing student behavior (M = 4.62), organizing classroom environment (M = 4.70), engaging learners (M = 4.83), and fostering teacher–student relationships (M = 4.84), all interpreted as “Always.” However, teachers encountered moderately serious challenges, particularly related to limited resources, large class sizes, student motivation, and heavy teaching workload. Comparative analysis indicated no significant differences in classroom management practices when grouped according to age, gender, civil status, educational attainment, and years of service (p > 0.05). The study concludes that while classroom management practices are consistently and effectively implemented across teacher profiles, contextual and administrative constraints persist. It recommends strengthening professional development programs, improving resource allocation, and enhancing school–parent collaboration to further optimize classroom management and support effective English instruction.