Teacher Preparedness and Classroom Management in Elementary Home Economics Education

Abstract

This study examined the relationship between teacher preparedness and classroom management in elementary Home Economics (HE) education within Kiblawan North District, Division of Davao Del Sur. Effective classroom management is essential for fostering a conducive learning environment, enabling active student engagement and academic success. Using a non-experimental quantitative design with a descriptive correlation approach, data were collected from 120 elementary HE teachers aged 30–50, averaging 10–20 years of experience, selected via purposive sampling. Validated and reliable survey questionnaires were analyzed using mean, Pearson R correlation, and Multiple Linear Regression. Results indicated a very high level of teacher preparedness and classroom management, both consistently evident. A strong positive correlation was found between teacher preparedness and classroom management, suggesting that well-prepared teachers exhibit better classroom management skills. Regression analysis revealed that three out of four indicators of teacher preparedness—clear expectations and procedures, proactive behavior management strategies, and effective time management—significantly influence classroom management. The findings highlight the importance of teacher preparedness in enhancing classroom management practices, ultimately improving the quality of elementary HE education.