Abstract
This study determined the classroom management and discipline practices of Key Stage 2 teachers in selected public elementary schools in a medium-sized division in the Negros Island Region during the School Year 2025–2026, focusing on the responsive use of positive discipline, contextualization of Total Physical Response (TPR), assertive management, and modeling ideal behavior. Using a quantitative descriptive-comparative design, data from a validated researcher-made questionnaire were analyzed using descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis H test.
Results indicated that teachers demonstrated a very high level of classroom management and discipline practices across all areas, with no significant differences based on educational attainment, length of service, and grade level. However, significant differences were observed in the areas of contextualization of Total Physical Response and modeling ideal behavior when grouped according to age and length of service. While teachers generally exhibited strong competencies in managing classroom behavior, variations in the use of interactive and modeling strategies were evident.
The study implies the need for targeted capability-building programs, strengthened mentoring systems, and continuous professional development initiatives to ensure consistent application of innovative and learner-centered classroom management strategies across all teacher groups.
Keywords: Classroom management, positive discipline, Total Physical Response, assertive management, modeling ideal behavior