ABSTRACT
This study determined the classroom management strategies in teaching learners with special educational needs in public elementary schools in the 1st to 4th Congressional Districts of the Division of Quezon as basis for a proposed intervention program. Specifically, it examined the demographic profile of SPET-respondents, the level of classroom management strategies, the effectiveness of implementing these strategies, and the significant relationship and difference between the variables considered in the study. The research employed a descriptive research design using an adopted survey questionnaire administered to thirty (30) SPET through purposive sampling during the Calendar Year 2025–2026. Data were statistically treated using frequency, percentage, weighted mean, standard deviation, chi-square, and analysis of variance (ANOVA).
Findings revealed that the respondents were mostly experienced female teachers pursuing graduate studies and occupying entry to mid-level teaching positions. Teachers demonstrated a very high level of classroom management strategies in terms of classroom behavior management, teaching techniques, working with parents, and planning and support. The effectiveness of implementing classroom management strategies was also rated very effective, particularly in training, class size, and administrative support, while availability of resources was relatively weaker.
Results further showed that teachers’ demographic profile significantly influenced classroom management strategies and that a significant difference existed between classroom management strategies and their effectiveness in implementation. The study concluded that continuous professional development, adequate resources, and stronger institutional support are essential in enhancing classroom management practices among SPET. Based on the findings, an intervention program was proposed to further improve teachers’ classroom management strategies in handling learners with special educational needs.
Keywords: Classroom management strategies, learners with special educational needs, SPET, intervention program, inclusive education, teaching effectiveness, public elementary schools, Division of Quezon
INTRODUCTION
Classroom management can be defined as the activity carried out by teachers to accomplish the aforementioned objectives in a suitable environment that promotes both academic and social-emotional development. The inclusion of classroom management in teachers’ activities has been and continues to be of great importance, while its instruction has been identified in the curriculum policy as an integral part of teacher readiness (Apalla, 2020).
The most effective educators are those who practice a variety of teaching strategies to support their learners' success. Determining which teaching strategies will be most effective for a certain learner is not always simple. Thus, one of the most important skills that newly hired teachers learn as part of their teacher preparation program is classroom management (Barberos et al., 2025). Teachers teach special needs learner differently since they are different from other learners and have distinct learning styles. There are also a variety of options for classroom management and strategies. Although every learner is different, no classroom strategy is flawless; yet, teachers who employ classroom tactics learn more quickly and more effectively.
Antonio (2021) discovered that including peers can be an effective behavior management technique when applied in conjunction with another peer-oriented intervention strategy, such as the buddy system, or as part of a peer-monitoring program.
Camingao et al. (2024) emphasized clear rules, structured routines, differentiated instruction, social-emotional support, and collaborative practices as core to inclusive classroom management, fostering security and consistency for LSENs. More opportunities for classroom management should be given to learners so that instructors can set up the learners, time, space, and materials in a way that promotes learning.
Mixed research results are found on the influence of teaching experience on a teacher's decision to send learning for a special education evaluation. Despite this disparity, it seems that experience matters when it comes to a teacher's understanding of how to deal with a learner's inappropriate behavior as well as how to deal with it in the classroom. Three sources provide teachers with the information they need to control conduct in the classroom: their curriculum, their professional development, and in-service training they receive while working as teachers.
Good classroom management or an attempt to engage students within the class to participate in learning activities collectively and cooperatively in accordance with established goals by other factors including the class, teacher, study groups, and process of the implementation of training, is an indicator of successful inclusive education. The issue of special needs students within the context of class management will be explored in this research study. The relationships between educators and students including the development of training policies and procedures and creating a positive environment will be considered within the scope of the learner contexts.
Wilkinson et al. (2021) discovered that the quantity of training is crucial for training to be effective in increasing the use of positive techniques while decreasing the usage of negative strategies to deal with problematic behavior. A teacher's and their learners' experiences with a single day of in-service training will be minimal. It takes a great amount of time to spend to training in order for it to have an impact.
The main purpose of this study was to determine what classroom management strategies were effective that can be used and help SPET improved and gathered enough knowledge and abilities in teaching, acquaintance with important discipline, and effective communication in working with learners with special educational needs in the classroom.
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