Pasion and Dumalig noted that kindergarten teachers face several behavioral challenges in the classroom. Young pupils may have difficulty maintaining attention, following instructions, controlling impulses, and managing emotions. These challenges can become more difficult when teachers work with large classes, limited instructional materials, and pupils with different backgrounds and learning needs.
The study was conducted in kindergarten schools in Tumauini South District, Schools Division of Isabela. Fifty kindergarten teachers participated as respondents. The researchers used a validated questionnaire covering classroom management strategies, pupils’ behavioral patterns, the perceived influence of classroom management on behavior, and implementation challenges. The collected data were analyzed to identify classroom management patterns and the relationship between classroom management and pupil behavior.
Self-regulation, however, remained an area requiring additional attention. Impulse control received a mean of 3.7, taking responsibility for actions also received 3.7, while calming themselves when upset recorded 3.6. Curiosity and appropriate management of frustration were also among the relatively lower-rated behaviors. The findings suggest that developing children’s ability to regulate their emotions and actions remains an important part of kindergarten education.
Teachers also reported a positive relationship between classroom management and pupil behavior. The overall mean for the influence of classroom management on behavior was 4.26, interpreted as “Agree.” Clear rules received a mean of 4.5, while effective routines received 4.3. Teachers also agreed that effective classroom management helps pupils stay focused, cooperate with peers, share materials, take turns, and reduce disruptive behavior.
Implementing these practices, however, is not without challenges. Large class sizes were identified as the most significant challenge, with a mean of 4.3, followed by frequent pupil behavioral problems at 4.1 and limited learning materials at 4.0. Time constraints, administrative workload, and limited parental support were also reported as factors affecting teachers’ ability to maintain consistent classroom management practices.
When asked about ways to improve classroom management, teachers most frequently emphasized clear rules and routines. Eighteen of the 50 respondents mentioned this theme. Positive reinforcement was identified by 12 respondents, while organized classroom environments were mentioned by eight. Teachers also recommended engaging and interactive activities, stronger parental involvement, and professional development through training and collaboration among teachers.
For early childhood education, the findings highlight classroom management as an important part of supporting positive pupil behavior. Consistent rules, predictable routines, positive reinforcement, calm communication, and an organized learning environment can become practical elements of everyday teaching. At the same time, schools may need adequate instructional resources, manageable class sizes, teacher training, and stronger cooperation between schools and families to support effective classroom management.
Author Profile
Baby Jane A. Pasion and Celso C. Dumalig are affiliated with Northeastern College, Inc. Graduate School, Santiago City, Philippines.
Research Source
Baby Jane A. Pasion and Celso C. Dumalig. “Classroom Management on Pupils’ Behavior in Kindergarten School in Tumauini South District.” International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 9, 2026, pp. 2257–2272.
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