Teaching Styles and Classroom Management Approaches of SeniorHigh School Teachers in Cavite, Philippines
DOI:
https://doi.org/10.68050/JAMS.2026.390Keywords:
teaching styles, classroom management, senior high school teachers, learner diversity, teaching challengesAbstract
This study examined the teaching styles and classroom management approaches of senior high school teachers and the challenges they encountered in the teaching process. It aimed to describe the respondents’ demographic profile, assess their teaching styles and classroom management approaches, determine significant differences based on demographic characteristics, identify major teaching challenges, and examine the relationship between teaching styles and challenges encountered. The study utilized a descriptive research method involving the systematic gathering and accurate interpretation of factual information. Data were collected from 95 respondents and analyzed using appropriate statistical procedures. Findings revealed that most respondents were 21–25 years old, female, had earned master’s units, and had 11–15 years of teaching experience. The respondents strongly agreed with the use of expert, formal authority, personal model, facilitator, and delegator teaching styles. The facilitator approach was particularly evident in promoting positive teacher–student interaction and engagement. No significant differences were found in the assessment of the teaching styles and classroom management approaches when respondents were grouped according to their demographic profile. Differences in students’ learning styles and needs emerged as a major challenge. However, no significant relationship was found between teaching styles, classroom management approaches, and challenges encountered. The study highlights the importance of flexible and learner-centered teaching practices.
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