2026 IJRSE – Volume 15 Issue 13
Available Online: 25 May 2026
Author/s:
Neri, Mark Anthony G.
Nueva Vizcaya State University, Philippines (nerimag01deped@yahoo.com)
Tallungan, Jenifer Raymond R.*
Nueva Vizcaya State University, Philippines
Agustin, Arnel A.
Nueva Vizcaya State University, Philippines
Abstract:
This study examined the interplay between pedagogical philosophy and classroom management strategies among public elementary school teachers in Kasibu West District during the academic year 2025–2026. It employed a quantitative approach using a descriptive-correlational research design to determine the relationship between the two variables. Pedagogical philosophy was analyzed across six dimensions: perennialism, essentialism, progressivism, constructivism, existentialism, and social reconstructionism, while classroom management strategies were assessed in terms of behavioral management, instructional management, physical environment management, emotional and social climate management, time management, and engagement strategies. Data were collected from 126 teacher-respondents using a validated and reliable research instrument. Descriptive statistics, particularly the mean, and Spearman Rank Correlation were utilized to analyze the data at the 0.05 level of significance. Results revealed that teachers demonstrated a high level of pedagogical philosophy (x̄ = 3.33) and a high level of effectiveness in classroom management strategies (x̄ = 4.23). Among the philosophical dimensions, constructivism ranked highest, while emotional and social climate management emerged as the most practiced classroom management strategy. However, the findings showed a very weak positive and non-significant relationship (r = 0.0431, p = .632) between pedagogical philosophy and classroom management strategies, indicating a disconnect between teachers’ beliefs and their actual practices. Based on these findings, a comprehensive teacher training program was developed to enhance pedagogical alignment and strengthen classroom management competencies, ultimately promoting more effective and student-centered teaching practices.
Keywords: classroom management strategies, educational administration intervention, pedagogical philosophy
DOI: https://doi.org/10.5861/ijrse.2026.26225
Cite this article:
Neri, M. A. G., Tallungan, J. R. R., & Agustin, A. A. (2026). Interplay of pedagogical philosophy and classroom management strategies of public elementary school teachers in Kasibu West District. International Journal of Research Studies in Education, 15(13), 131-144. https://doi.org/10.5861/ijrse.2026.26225
* Corresponding Author