Abstract
The primary purpose of this study was to examine the influence of a multi-disciplinary approach and classroom management on the career preparedness of pre-service teachers in Davao City, Philippines. Findings affirm that both a multi-disciplinary approach and effective classroom management significantly predict career preparedness. The study employed a quantitative research design using the descriptive-correlational method. A simple random sampling technique was utilized to select respondents, and data were gathered through survey questionnaires. Statistical tools, including the mean and standard deviation, Pearson's correlation coefficient (r), and regression analysis, were applied to address the research objectives. Results revealed that the levels of multi-disciplinary approach, classroom management, and career preparedness among pre-service teachers were rated very high. Moreover, a significant relationship exists among the variables, with 64.8% of the variance in career preparedness explained by the multi-disciplinary approach and classroom management. These findings underscore the importance of integrating diverse disciplinary strategies and effective classroom management practices in teacher education programs to better equip pre-service teachers for their future professional roles.
