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Level of Teaching Challenge1

Teachers in the district of Panitan perceive their teaching challenges as 'High,' with significant difficulties in classroom management (mean score of 4.08) and mode of teaching (mean score of 3.97). The study highlights the need for targeted interventions, such as professional development in classroom management and support for adapting to new teaching modalities. Additionally, environmental factors in classrooms, such as layout and technology, play a crucial role in influencing student engagement and learning outcomes.

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1 views6 pages

Level of Teaching Challenge1

Teachers in the district of Panitan perceive their teaching challenges as 'High,' with significant difficulties in classroom management (mean score of 4.08) and mode of teaching (mean score of 3.97). The study highlights the need for targeted interventions, such as professional development in classroom management and support for adapting to new teaching modalities. Additionally, environmental factors in classrooms, such as layout and technology, play a crucial role in influencing student engagement and learning outcomes.

Uploaded by

Menard Anoche
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Level of Teaching Challenges

The level of teaching challenges as a whole, in terms of classroom

management and mode of teaching, as perceived by the teachers of the

district of Panitan, is reflected in Table 2, verbally interpreted as “High”.

Table 2. The level of Involvement as a whole.


Involvement Mean Verbal
Interpretation
Classroom 4.08 High
Management
Mode of Teachings 3.97 High
Grand Mean 4.02 High

The study's findings reveal that the respondents rated their overall

teaching challenges as "High," with a grand mean score of 4.02. This indicates

that most teachers in the district of Panitan agree that they encounter

significant challenges in their teaching practices. The high mean scores in both

classroom management (4.08) and mode of teaching (3.97) suggest that these

areas are particularly demanding for educators in this district.

The mean score of 4.08 for classroom management falls into the "High"

category, indicating that teachers face substantial difficulties in maintaining

discipline, managing student behavior, and creating a conducive learning

environment. Studies have shown that effective classroom management is a

critical component of successful teaching. For instance, Marzano, Marzano, and

Pickering (2003) found that well-managed classrooms significantly improve

student engagement and academic performance. However, many teachers

struggle with this aspect due to factors such as large class sizes, diverse

student needs, and inadequate support. Blatchford et al. (2011) noted that
large class sizes can hinder effective classroom management and

individualized attention. These findings suggest that teachers in Panitan might

benefit from professional development focused on classroom management

strategies and policies aimed at reducing class sizes.

With a mean score of 3.97, the mode of teaching is also rated as a high

challenge. This encompasses the methods and strategies teachers employ to

deliver instruction, including the integration of technology, differentiating

instruction to meet diverse learning needs, and engaging students in active

learning. The high score indicates that teachers may be struggling to adapt to

new teaching modalities. The transition to remote and hybrid learning

environments, accelerated by the COVID-19 pandemic, has exacerbated these

challenges. According to Trust and Whalen (2020), many teachers reported

feeling unprepared for the sudden shift to online teaching and faced difficulties

in engaging students virtually. This highlights the importance of ongoing

training and support for teachers in innovative and effective teaching practices.

In conclusion, the high levels of teaching challenges perceived by

teachers in Panitan highlight the need for targeted interventions and support

systems. By addressing these challenges, educational stakeholders can create

a more effective and sustainable teaching and learning environment, ultimately

leading to better outcomes for both teachers and students.

Classroom management. The level of teaching challenges in terms of

classroom management as perceived by the teachers in the district of Panitan

is reflected in Table 3 and verbally interpreted as “Strongly Agree”.

Table 3. Level of Teaching Challenges in terms of Classroom


Management
Doctrine Mean Verbal
Interpretation
1. I find that the physical layout of my classroom 4.25 Strongly Agree
affects students engagement and participation.
2. My classroom’s technological infrastructure (e.g., 4.12 Agree
WI-FI, projectors) is sufficient for effective
teaching
3. I feel that seating arrangements in my classroom 4.62 Strongly Agree
are flexible enough to support different teaching
methods.
4. I find that the temperature and ventilation in the 4.23 Strongly Agree
classroom impact student's concentration.
5. I often struggle with managing disruptive 4.22 Strongly Agree
behavior due to the classroom environment.
6. I find it challenging to implement interactive 4.16 Agree
activities because of space limitations in my
classroom.

Grand Mean 4.26 Strongly Agree

The results in Table 3 highlight various teaching challenges related to

classroom management, as reported by teachers. Teachers strongly agree

(mean score of 4.25) that the physical layout of their classrooms significantly

influences student engagement and participation. This suggests that how the

classroom is arranged is crucial for fostering an interactive and engaging

learning environment. Additionally, teachers agree (mean score of 4.12) that

the technological infrastructure, such as Wi-Fi and projectors, is adequate for

effective teaching. However, there is still room for improvement in this area.

Flexible seating arrangements receive strong agreement (mean score of

4.62) from teachers, who believe this is essential for supporting various

teaching methods. This underscores the importance of adaptable classroom

settings that enhance the overall teaching and learning experience. Teachers

also strongly agree (mean score of 4.23) that classroom temperature and
ventilation impact student concentration, indicating the need for a comfortable

physical environment for optimal focus and productivity.

Managing disruptive behavior due to the classroom environment is a

significant challenge, with a strong agreement (mean score of 4.22) among

teachers. This suggests that environmental factors in the classroom may

contribute to behavioral issues, highlighting a need for strategies to mitigate

these disruptions. Furthermore, teachers agree (mean score of 4.16) that space

limitations hinder the implementation of interactive activities, indicating that

physical constraints pose a barrier to fully utilizing interactive teaching

methods.

The grand mean of 4.26 indicates a strong consensus among teachers

that various aspects of classroom management present significant challenges,

affecting the teaching and learning process. The findings emphasize the need

for well-designed classrooms that can adapt to different teaching styles and

maintain a comfortable environment. Improving physical and environmental

conditions could help mitigate disruptive behavior and better utilize available

space for active learning.

Supporting these findings, a study by Barrett et al. (2015) in the

"Building and Environment" journal found that well-designed classrooms can

boost student performance by up to 16%. Key factors included natural light,

temperature control, air quality, and flexible seating arrangements. These

findings align with the survey results, reinforcing the importance of physical

and environmental factors in effective classroom management. By addressing


these challenges, schools can create more effective and conducive learning

environments that support both teachers and students.


Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:

Research-based strategies for every teacher. ASCD.

Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom

engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and

primary vs. secondary schools. Learning and Instruction, 21(6), 715-730.

Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons

learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-

199.

Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational

Leadership, 60(8), 30-33.

Jones, V., & Jones, L. (2012). Comprehensive classroom management: Creating communities of

support and solving problems (10th ed.). Pearson.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional

Development. Learning Policy Institute.

OECD (2019). Education at a Glance 2019: OECD Indicators. OECD Publishing.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and

improving schools. Westview Press.

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