BEYOND THE CHALKBOARD: UNPACKING THE TIES BETWEEN

TEACHERS’ CLASSROOM MANAGEMENT AND EMOTIONAL

STABILITY OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES
STUDENTS

ELAIZA MAE C. LOS BAÑEZ

MARTHA SELINE B. RICO
NYBERT A. GERONA
YVES RAVEN T. ENGANE
ASMIN A. PAGALAD
JUSTIN CLARK C. BEGAFRIA
JULINA ABDULATIP
SAMERA G. SAYOG
JASMIN MAMAY
Researchers

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF ESPERANZA

NATIONAL HIGH SCHOOL–SENIOR HIGH SCHOOL, ESPERANZA, SULTAN
KUDARAT IN PARTIAL FULFILMENT OF THE REQUIREMENTS IN
INQUIRIES, INVESTIGATIONS, AND IMMERSION

HUMANITIES AND SOCIAL SCIENCES (HUMSS)

January 2024
 CHAPTER I
INTRODUCTION

Background of the Study

As defined by Cattell (2016), emotional stability is a personality trait that

enables individuals to develop an integrated and balanced way of perceiving life's

challenges. It is recognized as a crucial representation of the human mind,

contributing to a greater sense of emotional health and well-being. This trait

allows individuals to maintain composure, resist stress, and complete tasks

effectively, ultimately fostering resilience in challenging circumstances. Joaquim

et al (2022) propose that organizational ability and structured perception play a

vital role in developing feelings, perceptions, and attitudes that help individuals

understand life's realities and confront difficult situations, ultimately promoting

high ego strength. This suggests that emotional stability, as a personality trait, is

intertwined with the development of the ability to confront challenging life

circumstances. Emotional stability is a fundamental factor in psychological

resilience, enabling individuals to successfully overcome and adapt to adverse

conditions, even under challenging circumstances.

In Russia, most students face significant societal expectations regarding

their psychological adaptation. These expectations are influenced by several

social shifts in Ukrainian society, the global economic crisis, and environmental

deterioration, leading to numerous detrimental consequences on their

personality. Emotional stability is a primary psychological and individual factor

defining a personality's resilience to the stressful impacts of challenging life

circumstances. However, contemporary studies suggest that emotional

stability is not just about adjusting to challenging emotional circumstances but

also about resisting the stressful aspects of such conditions while still completing

a task well (Serebryakova et al., 2016). In addition, Students who possess

emotional stability and social intelligence are more likely to thrive in life. as well

as in scholastic achievement. The study's conclusions indicated that there is a

notable favorable link between +2 students' academic achievement, social

intelligence, and emotional stability. There is a moderate degree of social

intelligence, intellectual achievement, and emotional stability. The study indicated

the significance of teaching students emotional stability in addition to their

academic subjects because this prepares them for a landmark in their academic

accomplishments, but the knowledge should be ingrained in students' minds and

should provide an emotionally calm individual who enhances cognitive abilities,

fosters positive relationships with classmates, and knows how to confront the

problem with an optimistic outlook, progress, and understanding. This research

will benefit students. to independently manage their feelings with friends, family,

and other people. Additionally, it emphasizes the significance of group projects

and cooperative learning, which support +2 students in gaining emotional stability

and managing partnerships Jyosthna et al. (2020)

Furthermore, the link between classroom management and students'

emotional stability has been emphasized by Wettstein et al. (2021), who found a
clear trend for both variables in students' academic resilience. The study

suggests that teachers' classroom management abilities are more favorable in

increasing emotional stability among students. Likewise, Kgosiemang and Khoza

(2022) drew attention to effective classroom management strategies that can

create a safe and supportive environment, promote a growth mindset, develop

emotional intelligence, address individual needs, and incorporate social-

emotional learning, all of which contribute to fostering emotional stability among

students. Teachers with high emotional intelligence can better manage student

interactions, creating a positive and supportive learning environment that

promotes emotional stability. This suggests that effective classroom

management is essential in fostering emotional stability among students,

ultimately improving their overall well-being and academic success.

Moreover, in the Philippines, Zapata (2015) surveyed fourth-year students

majoring in food services management at Bulacan State University-Main

Campus, revealing that most respondents demonstrated the ability to handle

unexpected or undesirable circumstances despite their age and social maturity.

This suggests high emotional stability among the respondents, as they could

cope with challenging situations. However, the study does not address the

potential factors influencing the students' emotional stability, nor does it explore

the long-term effects of this emotional stability on their overall well-being and

resilience. As added by Shetty (2020) underlined that various researchers

emphasize the importance of emotional stability in students' overall well-being

and academic adaptation, highlighting the need for adequate support systems
and interventions to promote emotional stability among students In light of these

concerns, it is crucial to investigate the factors influencing emotional stability

among students in the Philippines and develop targeted interventions to promote

emotional well-being and resilience. This includes exploring the effectiveness of

various support systems, such as counseling services, peer support groups, and

mindfulness programs, in fostering emotional stability and resilience among

students.

In Mindanao, It has been a regular practice to manipulate IQ (Intelligence

Quotient) into measuring an individual's level of mental abilities. In MSU Iligan

Even though studies' end goals were not met, this one bolster the body of

research on the ecology of knowledge when reorganizing curriculum outcomes

with Emotional Qoutient. To determine the impact of the program based on the

EQ component, more research is required. Along with this idea, EQ emerges as

a fascinating component that may have an impact on students' academic

achievement not just at the secondary school level but also at the university

level. The students have encountered years of suffering in their prior institutions,

which might have an impact on the development of their EQ. The ability to

regulate, articulate, and manage one's emotions is known as emotional

intelligence relationships with others in a prudent and sympathetic manner.

Indeed, emotional intelligence has an impact on a student enrolled in science

course's academic performance and career prospects. Self-efficacy and

emotional intelligence are two should be considered while examining what leads

to success or failure in the classroom. These frameworks are adaptable and

customizable through the required actions. Individuals who lack confidence in

their skills experience disappointment confront challenging conditions and are

less likely to perform well. These folks are terrified of handling difficult situations,

and as a result, their performance suffers resulting in increased inferiority

complexes (Pasanting et., al., 2023)

In Esperanza National High School, some students affects the academic

performance on how teachers manage the classroom, its either it has

advantages or disadvantages among students. Emotional well-being of the

student regarding to their studies is one of the main importance teacher should

manage carefully while students is on the challenging conditions in studying.

Emotional stability is important with the guidance of the teacher to their students.

Upon reading the literature, the research gap lies in the need to

investigate further the strategies and approaches within classroom management

that are most effective in promoting students' emotional stability. While it

highlights the link between classroom management and students' emotional

stability, it does not delve into the specific techniques or interventions teachers

can employ to enhance emotional stability among students. Additionally, there

needs to be more exploration into the potential differences in the impact of

various classroom management strategies on students' emotional stability across

different cultural and educational contexts, such as the Philippines. In addition,

there is a need to address the potential role of teacher experience, training, and

professional development in equipping educators with the necessary skills to

support students' emotional stability effectively through classroom management.

 Therefore, there is a need for research that focuses on identifying and

evaluating specific classroom management practices that can most effectively

foster students' emotional stability and the impact of teacher training in this area.

This matter pushes the interest of the researchers to investigate teachers’

classroom management and the emotional stability of Grade 12 HUMSS

students.

Conceptual Framework

This study is anchored from Smitson (2010), who asserts that emotional

stability, the process by which the personality becomes stable, is constantly

working to achieve a stronger feeling of internal physical wellness and intra-

personally. An emotionally stable person can endure a delay in receiving

requirements and the capacity for a sufficient amount of conviction in long-term

planning and frustration and is allowed to postpone or revise his expectations

regarding the requirements of the situation. An emotionally secure person can

adjust efficiently to himself, his family, and his peers.

Furthermore, classroom teacher management and emotional stability are

crucial for creating a positive learning environment. Teachers who are effectively

managing their classrooms to improve student engagement and academic

performance are most likely related to students’ emotional stability which is linked

to better coping mechanisms, fostering supportive relationships with students,

and creating a more positive atmosphere in the classroom (Jones, 2017).

Additionally, Brackett et al. (2011) added that implementing classroom

organization and behavior management strategies and promoting teacher well-

being can enhance classroom management and emotional stability.

Below is a schematic diagram showing variables of the study, such as

Teachers' Classroom Management and the Emotional Stability of students at

Esperanza National High School. The first box is the variable that contains the

teacher’s classroom management with indicators that include verbal instruction,

corporal punishment, instructional supervision, and delegation of authority. The

second box variable includes emotional stability with the indicators, which include

behavioral self-awareness, communication conflict management, emotional and

behavioral self-efficacy, and adaptability and self-programming of positive mental

attitudes.

Teachers’ Classroom Emotional Stability

Management
 Behavioral self-
 Verbal Instruction awareness
 Corporal Punishment:  Communication and
 Instructional Conflict Management
Supervision; and  Emotional and
 Delegation of Authority behavioral self-efficacy;
and
 Adaptability and self-
programming of positive
mental attitude

Figure 1. Conceptual Framework of the Study

Statement of the problem

This study generally aims to determine the effects of classroom management

on the emotional stability of grade 12 Humanities and Social Sciences students

for the school year 2023 – 2024.

Specifically, this study seeks to answer the following research questions:

1. What is the level of teacher’s classroom management in terms of:

1.1 Verbal Instruction.

1.2 Corporal Punishment

1.3 Instructional Supervision: and

1.4 Delegation of Authority?

2. What is the level of student’s emotional stability in terms of:

2.1 Behavioral Self-awareness

2.2 Communication and Conflict Management

2.3 Emotional and behavioral self-efficacy; and

2.4 Adaptability and self-programming of a positive mental attitude?

3. Is there a significant relationship between a Teacher’s Classroom

Management and the Emotional stability of the student?

Research Hypotheses

Ho: There is no significant relationship between the Teacher’s classrooms

Management and Emotional stability among grade 12 HUMSS students.

Ha: There is a significant relationship between the Teacher’s classroom

management and the Emotional stability of grade 12 HUMSS students.

Significance of the study

This study will aid in determining the relationship between teachers'

classroom management and the emotional stability of senior high school Grade !

2 HUMSS. Specifically, this study will benefit the following:

To the students. This study will provide adequate information about the

Teacher’s classroom management and Emotional stability when it comes to

behavioral Self-awareness, emotional and behavioral self-efficacy, and personal

growth.

To the teachers. This study will help teachers in accessing the effects of

their classroom management on student’s academic performance in the school.

To the parents. This study will give insight regarding on regarding on the

classroom management of students as well as the emotional stability of students.

To the future researchers. This study will discover insights into the

Teachers' classroom management and Emotional stability of students. Thus, this

is beneficial for future purposes.

 To the school. This study will help in providing data that can regard

change in a construct such as additional plans, ways, and means to come up

with a quality education.

Limitations and future directions of the study

This study will be specifically focused on the level of Teachers’ classroom

management in terms of course organization and planning, communication,

teacher-student interaction, assignments, exams, grading, and use of

supplementary instructional methods. On the other hand, the level of emotional

stability of the respondents will be evaluated based on their ability to maintain

emotional balance, manage stress, and cope with challenges effectively. For

instance, sampling error in which the results cannot be extrapolated since the

respondents might not be representative of the greater population. Additionally,

methodological issues, such as measurement mistakes or unclear operational

definitions, may affect the study's validity. Furthermore, it is important to note that

confounding variables can introduce false connections between variables. To

establish a more precise cause-and-effect link, researchers need to take

confounders into serious consideration and account for them. Ignoring

confounding variables could compromise the study's internal validity and

compromise the dependability and correctness of the results that are derived

from it. In addition, response bias poses a serious risk to the validity of the

current study since respondents may falsify their responses to conform to

expectations or social norms rather than give honest answers.

 Future research could overcome these limitations by adopting a more

holistic approach to classroom management and emotional stability, examining

other relevant factors, and employing a range of evaluation methodologies. To

further improve the generalizability of the results, larger and more varied sample

sizes may be taken into account in further research. Future researchers can

improve the study and offer a more comprehensive knowledge of the connection

between teachers’ classroom management and students' emotional stability by

addressing these shortcomings. In the future, for example, the researcher's

attention could be on actively integrating specialists from other cultural

backgrounds, ethicists, and their own emotions into the development process.

They might create a sizable dataset that covers a wide range of demographics

and viewpoints to counteract these biases. Additionally, the researcher may

produce clear ethical guidelines for model deployment, conduct regular audits to

identify and address biases and communicate with user groups to gather

valuable feedback for continued development. Ensuring responsible and effective

advancements in the fields of classroom management and emotional stability is

the aim of an open and collaborative approach.

Operational Definition of terms

Terms are operationally defined to set further a common understanding of

the variables used in this study.

Adaptability and Self-programming of a possible mental attitude a mental

attitude that is essential in navigating an ever-evolving world and

achieving personal and professional success.

Behavioral Self-Awareness this includes empathy and understanding of how

one's actions affect relationships, teamwork, and the overall social

environment.

Communication and Conflict Management This illustrates the

interconnectedness of communication and conflict management,

emphasizing that effective communication is a cornerstone of successful

conflict resolution and relationship maintenance.

Corporal Punishment this includes physical harm or pain inflicted on individuals

as a form of discipline or punishment. Identify various forms such as

spanking, paddling, or other physical sanctions.

Delegation of Authority this provides a structured understanding of delegation

of authority within organizations, emphasizing the importance of clear

communication, trust, accountability, and adaptability in the process.

Emotional and Behavioral self-efficacy refers to the effective management of

emotions that can enhance the capacity to take on and accomplish

various tasks, while successful task completion can contribute to

 emotional well-being. Developing and nurturing both emotional and

behavioral self-efficacy is crucial for personal growth and mental health.

Instructional Supervisors this emphasize the importance of leadership,

professional development, data-driven decision-making, and adaptability

in the ever-changing field of education.

Verbal Instruction involves asking questions, promoting discussions, or using

interactive methods.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains related studies and related literature having a

bearing on the study. It gives important concepts and ideas for the development

of the study. The contents of this chapter present its related literature and studies

both local and foreign sources. For Teacher’s classroom management and

emotional stability indicators. This gives important concepts and ideas for the

development of the study.

Teacher’s classroom management

The classroom is considered as a common living space where teachers

and students come together, education services are produced, teaching is

carried out and learning is made (Aydın, 2017). In addition, Teachers perform

activities in their classes to have students acquire various learning outcomes.

While implementing these activities, teachers are expected to remark on various

issues such as time management, designing the teaching-learning process

taking into account individual differences, using variables such as clues,

feedback, and corrections appropriate for the level, arranging the physical

conditions of the classroom environment, preventing undesirable behaviors,

using teaching materials appropriately, and ensuring student motivation. To

achieve this, teachers need to handle qualified classroom management (Aslan,

2021). Furthermore, Teachers' classroom management skills are considered one

of the most important elements that teachers should have to create effective

education and training environments.

Classroom management is the placement of course materials, determining

the courses' duration, determining the class rules, ensuring student participation,

obeying the rules, and preparing academic activities (Brophy, 2020). Classroom

management involves important decisions such as how and with whom students

sit, how to set the hours of the lessons, how to organize the materials, and how

to ensure the participation of each student. Classroom management requires

attention to ongoing events and behavioral problems in the classroom and how

teachers behave and organize these teaching practices. Effective classroom

management enables all students in the classroom to benefit from the teaching

environment at the highest level, increase their class participation, and prevent

potential problem behaviors. Studies revealed that student achievement

increases in an effectively managed classroom (Wilks 2018). Moreover,

Classroom management styles are consistently associated with variations in

student behavior. The ratio of positive to negative experiences between teachers

and students was eight to one in classrooms where students were on task,

attending, following directions, and participating appropriately (Gage et al., 2018).

Teacher’s Classroom Management Numerous studies have identified classroom

management as a significant factor influencing students' academic achievement.

The most obvious reason for this assumption is that excellent classroom

management establishes the foundation for teaching and learning. It establishes

a tone in the classroom that draws students' attention - a prerequisite for effective

teaching and learning (George, 2017).

Verbal Instruction

Teachers play a crucial role in classroom management and student

engagement (Martínez-Rubio et al., 2023). Effective classroom management

involves various strategies and techniques that help create a positive and

productive learning environment (Pagnotta et al., 2022). One important aspect of

classroom management is the use of verbal instructions (26 Hacks to Get

Students to Follow Your Verbal Instructions - The Advocate, 2021). Verbal

instructions are crucial for conveying expectations, providing directions, and

facilitating effective communication between teachers and students (Shaheen et

al., 2022). Furthermore, a teacher's emotional stability plays a significant role in

the delivery of verbal instructions and overall classroom management. Teachers

with higher levels of emotional stability are more likely to maintain a calm and

composed demeanor, which positively impacts their ability to deliver clear and

effective verbal instructions to students (Wysocka-Narewska, 2023). They are

better able to handle challenging situations or disruptions in the classroom, which

promotes a sense of order and discipline among students. Moreover, emotional

stability in teachers can also influence student behavior and academic

performance. Students are more likely to respond positively to teachers who

exhibit emotional stability, as it creates a safe and supportive learning

environment. Teachers who are emotionally stable and capable of delivering

clear verbal instructions have a greater chance of effectively managing their

classrooms and fostering student engagement (Syafitri et al., 2023). By

maintaining a sense of control and composure, teachers can effectively convey

expectations, provide direction, and effectively communicate with their students.

The combination of strong classroom management skills and emotional stability

in delivering verbal instructions can greatly contribute to a positive and productive

learning environment (Syafitri et al., 2023). Communication is a fundamental

aspect of our daily lives. We communicate in various ways to express our

thoughts, emotions, knowledge, abilities, and ideas. Communication is commonly

associated with voice and noises, but it can also refer to the verbal and

nonverbal conveyance of knowledge. The way teachers communicate with their

students is one of many aspects that contribute to good teaching, and how

students perceive the teachers' communication may influence their effective and

cognitive learning, as well as their feelings throughout the learning process.

Verbal and nonverbal immediate behaviors on the part of the teacher promote

good and successful instructional engagement, which has a direct impact on the

student's attitudes towards the teacher, the course, and their readiness to learn.

In the teaching setting, verbal communication can be characterized as a

relationship formed through speaking and discussion. To be effective teachers,

they must use words carefully. Each word elicits a response in people, unique

feelings, and a distinct function. If the words are used correctly, they will have an

immediate effect on the audience's soul and body. Therefore, it is appropriate for

the teacher to avoid using negative language while interacting with the kids.

Verbal instruction is one of the effective classroom management approaches that

teachers can implement. Clear instructions on what should be done give students

a tangible path to compliance. In this strategy, teachers attempt to be constant in

imposing verbal instruction so that it delivers the desired outcomes (Sutiyatno,

2018).

Corporal Punishment

Although there have been global efforts to discourage the use of corporal

punishment in schools, it continues to be prevalent. It discusses the prevalence

of mental health and behavioral variables, as well as the factors that may

increase or decrease the risk of these conditions. Until recently, corporal

punishments were commonly employed as an efficacious classroom

management strategy to suppress disruptive behaviors in the classroom.

Although it is no longer widely used, some institutions still employ it as an

effective method for managing classrooms. It is linked to issues about physical

well-being, academic performance, mental health, and behavioral patterns.

Corporal punishment in school pertains to the disciplinary measures

implemented by instructors or school administration as a response to student’s

misbehavior. Corporal punishment in schools can result in significant and long-

lasting repercussions for children in various areas. Health repercussions, like as

injuries requiring medical treatment and mental health issues, especially

externalizing illnesses, indicate that the practice may worsen rather than resolve

behavioral problems. Research has demonstrated that the academic

performance of children is negatively affected as well. Hence, the practice not

only poses harm to students but also has the potential to weaken schools'
capacity to fulfill their educational objectives. Schools that had elevated rates of

alternative disciplinary measures were shown to have a higher propensity for

employing corporal punishment, whilst those that had mental health

professionals and trained personnel in safety protocols were less inclined to

utilize corporal punishment. Teacher views that support physical punishment,

along with their tendency to employ violence in other situations, raise the

likelihood of risk. (Heekes et. al, 2020).

Instructional Supervision

Instructional supervision is another successful classroom management

strategy that teachers use in the classroom. Effective teaching requires

observing students, engaging them in academic activities, asking questions, and

using both verbal and nonverbal approaches to ensure they are paying attention

and learning more than just the facts. The instructional efficacy of teachers is

regarded as critical to achieving the best possible results in the teaching-learning

process. To do this, teachers' effectiveness in the classroom must be

maintained, as this is a crucial factor in promoting student progress and

professional development. In support of this, teacher supervision must be

ongoing, since it has long been one of our educational system's most vital

functions. Instructional supervision guides supports, and empowers instructors in

their professional development throughout the teaching-learning process.

Supervision gives teachers with the support, knowledge, and skills they need to

succeed. Furthermore, the quality of instructional supervision fosters teachers’

positive perspectives and attitudes toward the profession. Teachers were

convinced of the importance of instructional supervisory engagements. Teachers

like supervision if it is conducted in the appropriate spirit and to improve the

learning process. It is also believed that the quality of supervision practice has an

important role in influencing school achievement. The extent of implementation of

instructional supervision, as perceived by experienced teachers, was "very high"

in concept and purpose of instructional supervision, planning, and preparations

for instructional supervision, organization and implementation of instructional

supervision, dialogue and discussion in post-instructional supervision, and

satisfaction with and evaluation of instructional supervision (Comighud, et. 2020).

Delegation of Authority

Delegation of authority to learners is another effective classroom

management technique in which the teacher delegates authority to deserving

students and assigns them duties such as cleaning the chalkboard, keeping time,

controlling noisemakers, managing learning materials, collecting assignments

from students, copying lesson notes on the chalkboard, and acting as class

representatives. Empowerment refers to teachers' beliefs that they have an

impact on school life. Furthermore, empowered teachers think they have the

abilities and knowledge to act on a problem and improve it, whereas delegation

entails assigning new responsibilities and authority to subordinates to carry out.

Other experimentally developed aspects include decision-making, status, self-

efficacy, professional development, communication, human interactions, and

workplace autonomy. Thus, teacher empowerment and delegation are critical

tools for overcoming the centralized administrative status by giving teachers a

greater leadership role in promoting quality education in schools. Empowerment

and delegation of authority "provide a lot of potential benefits if carried out

properly. It enhances decision quality, increases subordinate commitment to

effectively implement choices, and boosts job satisfaction, effective time

management methods, and management development (Weshah, 2018)

Emotional Stability

Emotional stability refers to the degree of fluctuation of an individual’s emotions

based on internal or external changes. This ranges from emotional stability on

one end of the spectrum to neuroticism on the other (Bajaj et al. 2018).

Emotional stability plays a crucial role in effective classroom management.

Teachers who possess emotional stability are better equipped to handle

challenging situations and maintain a positive learning environment for their

students. They are able to regulate their own emotions and respond calmly and

appropriately to student behaviors and conflicts (Caner & Aydın, 2021).

Additionally, emotional stability allows teachers to establish strong relationships

with their students. These relationships are built on trust and understanding, as

teachers with emotional stability are able to empathize with their students and

consider their perspectives (Emmer & Hickman, 1991). This emotional support

from teachers helps children feel secure and valued in the classroom, which in

turn promotes their social and emotional development. Teachers who are

emotionally stable are also more resilient in the face of stress and can better

manage their own well-being. Overall, the emotional stability of teachers greatly
influences their ability to effectively manage their classrooms and create a

positive and nurturing learning environment for their students.

Behavioral Self Awareness

Self-awareness refers to the cognitive capacity to acknowledge and

comprehend one's feelings, ideas, and behaviors, as well as their impact on

oneself and others. It is a crucial element of emotional intelligence, which refers

to the ability to successfully regulate and articulate emotions, as well as to

understand and connect with people on an empathetic level. Emotional

intelligence is an essential attribute for effective leadership, as it empowers

individuals to inspire, motivate, and exert influence over others, while also

enabling them to navigate problems and conflicts constructively. Reflecting on

the past of education and reconsidering its present objectives, it becomes

evident that education should serve as a means of empowering individuals,

expanding their intellectual horizons, and fostering the exploration of innovative

and superior concepts. Education and learning encompass a range of elements,

including personality, cognitive capacity, intervention, prior experiences, self-

assessment, and the drive to acquire knowledge. Each component undergoes

autonomous development as well as the development of all the other

components. As students get a deeper understanding of their learning

processes, their motivation, self-evaluation, and academic results improve. In the

present time, where information is readily available to everyone, students exhibit

diminished motivation to engage in protracted learning endeavors. Hence,

educators must prioritize imparting knowledge while simultaneously fostering

their students' self-actualization, which is rooted in pragmatic self-consciousness.

By fostering students' intrinsic incentive to explore readily available material, they

also cultivate their critical thinking and comprehension of the shared knowledge

(Flavian, 2016). Effective classroom management and the emotional stability of

teachers are essential components of creating a positive learning environment

(Emmer & Hickman, 1991). These factors contribute to students' academic

competence, engagement, and overall well-being. Teachers who are proficient in

classroom management can establish clear expectations, maintain a structured

and organized classroom, and effectively address behavioral issues (Scientific

Research Publishing, 2023). As a result, students feel safe and supported,

allowing them to focus on their academic tasks and social interactions.

Additionally, teachers who possess emotional stability can effectively regulate

their emotions and respond to challenging situations calmly and constructively

this not only models appropriate behavior for students but also creates a positive

and peaceful atmosphere in the classroom. (Caner & Aydın, 2021). By

embodying these characteristics, teachers can foster a sense of belonging and

create a conducive learning environment where students can thrive academically

and emotionally. Furthermore, when teachers have a strong sense of self-

efficacy in using technology in their teaching practices, it leads to successful

technology integration in the classroom, enhancing students' learning

experiences and outcomes (Hoy & Woolfolk, 1993). Teachers with high levels of

self-efficacy in technology integration are more likely to use current technologies

effectively and engage students in the learning process. They are also more
likely to adapt and embrace new technologies as they become available.

Moreover, research suggests that teachers' beliefs regarding their capacity to

work effectively with technology are directly related to their integration of

technology in teaching. In other words, teachers who have confidence in their

ability to effectively use technology are more likely to incorporate it into their

teaching practices. Overall, effective classroom management and emotional

stability are crucial for creating a positive learning environment, while self-

efficacy in technology integration enhances the use of technology in the

classroom, ultimately benefiting students' academic and social development

(Caner & Aydın, 2021)In conclusion, teachers who possess strong classroom

management skills and emotional stability can create a positive learning

environment that promotes students' academic competence, engagement, and

well-being.

Communication and Conflict Management

Conflicts cannot cease to exist, as they are intrinsic to human beings,

forming an integral part of their moral and emotional growth. Similarly, they are

present in all educational institutions. The school is situated in an environment

where conflict arises regularly and holds significance. This conflict stems from

the various interpersonal connections that occur inside the school setting.

Therefore, conflict is an inherent aspect of school life, necessitating that teachers

possess the aptitude to effectively handle conflict. Conflicts should be confronted

and resolved using effective abilities to manage them constructively, fostering

cooperative relationships and generating integrative solutions. Harmony and

respect should both exist simultaneously in a classroom setting, with conflict

being prevented from negatively impacting the process of teaching and learning.

The conflict offers valuable growth opportunities, as it highlights the distinctions

between individuals or groups and their respective demands, values, views, and

lifestyles, which are crucial for a democratic society. It is crucial to amplify

favorable conflict attributes while diminishing unfavorable ones. The challenge in

resolving disagreements primarily stems from the inherent challenges in effective

communication among the parties concerned. Hence, the constructive and

instructive efficacy of disputes is predominantly contingent upon the proficiency

of the individuals engaged in them. Therefore, possessing the ability to effectively

communicate demonstrating respect for the rights of others, and acknowledging

existing differences are crucial for conflicts to result in positive social and human

development outcomes (Valente, et.al 2022). Teacher CM and Emotional

Stability are two important factors in effective communication and conflict

management. Teachers who possess strong communication skills can effectively

convey information, provide clear instructions, and engage students in

meaningful discussions (Kolenova & Haláková, 2019). On the other hand,

emotional stability plays a crucial role in maintaining positive teacher-student

relationships and managing conflicts. Emotionally stable teachers are more likely

to handle conflicts calmly and rationally, preventing situations from escalating

(Emmer & Hickman, 1991). These factors are especially important in today's

educational landscape, as classrooms become more diverse and students bring

a wide range of perspectives and experiences. Furthermore, teachers with strong

CM and emotional stability can create a safe and inclusive learning environment

where students feel respected and valued. By using effective communication

strategies and demonstrating emotional stability, teachers can establish open

lines of communication with their students, allowing for better understanding and

collaboration (Yazdanmehr et al., 2020). Moreover, effective communication and

conflict management skills also contribute to the overall well-being of teachers

themselves. By being able to effectively communicate their needs, concerns, and

boundaries, teachers can establish a healthy work-life balance and reduce

stress. This ultimately leads to increased job satisfaction and longevity in the

teaching profession. In conclusion, the combination of teacher CM and emotional

stability is essential for effective communication and conflict management in the

classroom.

Emotional and Behavioral Self-efficacy

Schools bear the crucial and demanding responsibility of equipping

students to develop into industrious contributors to society. Hence, the primary

emphasis of schools and educational institutions is to find the aptitudes and

competencies that can be employed to foster favorable student relationships.

The self-perceptions of students serve as a fundamental basis for their

educational and psychological growth. Overall, students had a positive

perception of their sources of self-efficacy in self-regulation and strengths.

Students' self-efficacy in self-regulation refers to the formation of beliefs

regarding one's capacity to effectively manage, govern, and evaluate one's

behavior, emotions, and thoughts in different situations. Self-regulation is the

cognitive process by which individuals exert control over their behaviors. A

crucial aspect of effective self-regulation in students is their perceptions of their

capacity to manage and evaluate their accomplishments, known as self-efficacy,

as reflected in inquiries such as 'Am I capable?' The self-efficacy of students to

manage themselves is a strong predictor of their learning outcomes, as well as

their social and emotional development. Self-efficacy in self-regulation is

cultivated through various sources of information. Performances inside the

school environment are often influenced by several sources of information, which

have the potential to either enhance or undermine students' achievements. The

degree to which students will modify their perceived ability to control their

behavior relies on how they interpret the information in their learning environment

(Ikävalko, 2023). In this study, we aimed to investigate the relationship between

T-CM and emotional stability. We hypothesized that individuals with higher levels

of T-CM would exhibit greater emotional stability, as T-CM is believed to

contribute to adaptive coping strategies and effective emotion regulation. (Hajj et

al., 2022) To test our hypothesis, we conducted a series of assessments and

measurements. Respondents were administered the T-CM scale, which

assesses various dimensions of T-CM such as self-efficacy, emotional

intelligence, and resilience. We also measured emotional stability using

established measures such as the Trait Emotional Intelligence Questionnaire and

the Test of Emotional Intelligence. Additionally, participants completed self-report

measures of emotional well-being, including scales assessing positive and

negative affect, psychological distress, and levels of perceived stress. Results

revealed a significant positive correlation between T-CM and emotional stability

(specifically, trait emotional intelligence) (Hajj et al., 2022). Participants with

higher levels of T-CM demonstrated greater emotional stability, as evidenced by

their higher scores on measures of trait emotional intelligence. Furthermore,

participants with higher T-CM also reported lower levels of psychological distress

and perceived stress, indicating better emotional well-being. These findings

suggest that T-CM plays a crucial role in promoting emotional stability and overall

emotional well-being. This study provides evidence of the beneficial effects of T-

CM on emotional stability, highlighting the importance of developing and

enhancing T-CM skills for individuals seeking to improve their emotional well-

being and cope effectively with stress. The results of a third study indicated that

higher emotional intelligence was associated with a higher positive mood state

and greater state self-esteem. Therefore, individuals with higher T-CM may not

only experience greater emotional stability but also have a more positive mood

state and higher self-esteem.

Adaptability and self-programming of a positive mental attitude

Two crucial abilities that our children require in the modern world are

flexibility and resilience, both of which are closely connected to emotional

intelligence. Adaptability is crucial for students in a constantly changing world. It

refers to their ability to modify their thinking, actions, and emotions to respond

effectively to uncertain and new situations. An individual who possesses

adaptability is capable of promptly modifying their expectations and transitioning

to new conditions without experiencing anger, anxiety, or stress. Individuals who

possess adaptability are capable of navigating through changes seamlessly and

without any disruption. Individuals who possess adaptability are capable of

effectively performing and even surpassing expectations when confronted with

unpredictable or uncontrollable circumstances. When considering adaptation in

the classroom, teachers can facilitate students' development of adaptability by

eliminating the negative connotation associated with failure. Students who

possess a fear of failure will refrain from engaging in novel endeavors. However,

the crucial aspect of cultivating adaptation abilities lies in the willingness to

explore novel experiences and venture beyond one's familiar boundaries.

Moreover, failure can impart valuable lessons to pupils, enabling them to acquire

novel approaches to problem-solving and equipping them with the skills to

surmount obstacles. While imparting the skill of adaptability is crucial, it is

equally essential for teachers to possess the ability to adapt within the

classroom. Teachers can demonstrate adaptable behavior to children by

employing strategies to overcome difficulties, tackling challenges with a positive

mindset, and being flexible (Kirk, 2022). Classroom management plays a crucial

role in creating a positive learning environment and promoting the emotional

stability of students. Teachers who demonstrate adaptability and self-

programming of a positive mental attitude are more equipped to effectively

manage problem behaviors and address the needs of students with behavior

difficulties (Caner & Aydın, 2021). By actively seeking support and guidance,

teachers can gain the encouragement and fortitude necessary to implement new

practices, despite any anxieties or reservations they may have. They can also
model positive behavior, resilience, and problem-solving skills, which in turn can

enhance students' emotional stability and overall well-being.

Additionally, teachers who can leave their egos at the door when dealing with

disruptive students can create a more positive classroom environment. By setting

aside personal pride and focusing on the needs of the students, teachers can

maintain a calm and composed demeanor, allowing them to effectively handle

challenging situations with grace and empathy (Thirunavukkarasu et al., 2022).

Using the sources provided, it can be inferred that teachers who model effective

use of instructional technology can contribute to the positive mental attitude and

emotional stability of students by providing them with engaging and meaningful

learning experiences. However, it is important to note that while technology can

be a valuable tool in the classroom, teachers must also prioritize creating

meaningful human connections and fostering a sense of belonging in the

classroom. Ultimately, a teacher's classroom management strategies and their

ability to maintain emotional stability can have a significant impact on the overall

well-being and academic success of students (Scientific Research Publishing,

2023). Source: "After controlling for students’ gender and socioeconomic status,

both care and behavioral control were positively related to student engagement.

Furthermore, research suggests that teacher-student relationships and

classroom participation mediate the relationship between a student's effortful

control and their academic competence and overall school adjustments. In

conclusion, the adaptability and self-programming of a positive mental attitude in

teachers can greatly contribute to their ability to effectively manage classrooms

and promote the emotional stability of students (Wang & Hu, 2022).
Synthesis

Classroom management and emotional stability are two key components

that significantly influence the learning environment and the overall academic

success of students. Teachers play a significant role in shaping a conducive

learning environment through effective classroom management.

Effective classroom management by teachers is pivotal in creating an

environment conducive to learning. They establish rules, procedures, and

routines to create a structured and organized setting. This, in turn, helps students

stay focused, disciplined, and more productive in their studies. It involves setting

clear expectations, establishing rules and procedures, and ensuring a structured

and organized classroom. This not only minimizes disruptions and maximizes

learning time but also fosters a sense of responsibility and self-discipline among

students.

On the other hand, students' emotional stability plays a vital role in their

academic performance and well-being. In a rapidly changing and demanding

academic landscape, students often face stress, anxiety, and pressure. Their

ability to manage these emotions, stay focused, and maintain a positive attitude

toward learning can significantly impact their academic success. Teachers can

play a crucial role in promoting emotional stability among students. Providing

emotional support, understanding individual needs, and fostering a positive

learning environment, can help students manage their emotions effectively. They

can also incorporate activities that promote emotional intelligence, resilience, and

stress management. Moreover, both teachers' classroom management skills and

the emotional stability of Grade 12 HUMSS students are interrelated and integral

to the overall learning experience. A balanced combination of these elements

can lead to a more effective and efficient learning environment. In conclusion,

teachers' classroom management and students' emotional stability are

interconnected and essential for a positive and productive learning experience. A

harmonious blend of these elements can lead to improved academic outcomes

and overall student well-being.

 CHAPTER III
METHODOLOGY

This chapter presents the methods and procedures for the proposed

study. It presents the research design, the respondent of the study, the locale of

the study, the sampling technique, data gathering instruments, data gathering

procedure, and statistical treatment.

Research design

This study will utilize a descriptive correlational research design to

determine the extent of implementation of the Teacher’s classroom management.

The relationship between the study's Independent and Dependent variables will

be established by correlational analysis, which will provide the necessary data for

the investigation to be conducted.

Respondents of the study

The respondents of the study will be the senior high school grade 12

HUMSS students of Esperanza National High School of the S.Y. 2023-2024. The

appropriate informants of the study are the ones who experience emotional

stability regarding teachers' classroom management.

Table1. Distribution of Respondents of the Study
Year/Section Population Sample Size
Grade 12 Locke 47 26

Grade 12 Dewey 49 27

Grade 12 Freud 40 22

Grade 12 Thorndike 42 23

Grade 12 Kant 49 26

Grade 12 Pavlov 49 26

Grade 12 Piaget 47 27

Total 325 177

Locale of the study

This research study will be conducted at Esperanza National High School

located at Mabolo Street, Poblacion, Esperanza, Sultan Kudarat for the school

S.Y 2023-2024. The school is one of the biggest schools that offers different

curricula in Sultan Kudarat with 5 different curriculum programs. With this

consideration, the school is an appropriate locale for the study that will give

reliable sources of information.

Figure 2. MAP of the local of the study

Sampling Technique

The researcher will use a stratified sampling technique to select the

respondents of the study. The population of each of the grade 12 Humanities and

Social Sciences students will serve as the strata. Then, the Raosoft sample size

calculator will be used to determine the sample size of the study. The

proportional allocation formula will also be used to determine the sub-sample

size needed for each section. Simple random sampling through the fishbowl

method will be used to select the individual actual respondents of the study.

Proportional Allocation Form:

n1n
S= Where: S = sub-sample
N

n1 = sub-population

n = sample size

N = total population

Data Gathering Instrument

The researchers will use an Adopted survey questionnaire to gather the

needed data to determine the level of knowledge of Grade 12 HUMSS students

about the impacts of the Teachers' Classroom Management and Emotional

Stability of Grade 12 HUMSS students of Esperanza National High School. Part I

of the research instrument is the Classroom Management adopted from Dr. I.N.

George and Abisola Oladeni Sakirudeen, which measures the level of teacher’s
classroom management of grade 12 HUMSS students with four indicators that

include verbal instruction, corporal punishment, instructional supervision, and

delegation of authority and consists of 20 items. Part II of the research instrument

on Emotional Stability, adopted from Yevhenia M. Provorova et al. measures the

level of HUMSS students in grades 12, with four indicator

That include behavioral self-awareness, communication conflict

management, emotional and behavioral self-efficacy and adaptability, and self-

programming of positive mental attitudes and consist of 35 items. With a

corresponding Cronbach’s alpha of 0.88, 0.90, 0.89, and 0.89, the alpha

coefficient for the scale as a whole was 0.89, interpreted as “good internal

consistency.

The researchers included items from books, published and unpublished

researchers, and observations in their questionnaire design. The survey

questionnaire will be given out to the students to collect their responses. The

survey questionnaire to be created by the researcher will be validated and

reliability tested to ensure that the measurement is accurate. The data gathered

will be analyzed and interpreted using the following criteria. For our independent

variable we adopted our research instrument from Dr. I.N. George and Abisola

Oladeni Sakirudeen. For our dependent variable we adopted our research

instrument from Yevhenia M. Provorova et al.

Table 2. Adopted Survey Questionnaire Scale: Criteria for Level of Impact

of Teacher’s Classroom Management in 12 HUMSS student.

Scale Verbal Description Interpretation

1 Always The level of my agreement in

the statement is Very High.
2 Very Frequently The level of my agreement in
the statement is High.

3 Occasionally I neither agree nor disagree

with the statement.
4 Rarely The level of my agreement in
the statement is Low
5 Very Rarely The level of my agreement in
the statement is Very low

Table 3. Four-point Likert Scale

Range Descriptive Level Interpretation

3.25 – 4.00 Strongly Agree Very Effective

2.50 – 3.25 Agree Highly effective

1.75 – 2.50 Disagree Moderately Effective

1.00 – 1.75 Strongly Disagree Not Effective

To interpret the results of the reliability test, the interval value of

Cronbach’s alpha was derived from George and Mallery (2003) as cited in Gliem

and Gliem (2003The criteria are as follows

Cronbach’s alpha Interpretation

 >0.9 Excellent

>0.8 Good

>0.7 Acceptable

>0.6 Questionable

>0.5 Poor

<0.5 Unacceptable

The index of internal consistency of the adopted research instrument is

calculated using Cronbach’s alpha. The Alpha coefficient for the scale as a whole

was 0.89 interpreted as “good internal consistency” for the entire scale and 0.88,

0.90, 0.89, and 0.89 respectively for the four constructs of the research

instrument. This will make the instrument valid and reliable for measuring the

variables of the study.

Data Gathering Procedure

The validation of the instrument will secure a written permit to the

administrators of Esperanza National High School, and records of teachers for

the needed data on the list of the students who are enrolled for the school year

2023-2024. The repondents will be asked to answer the survey questionnaire

and are expected to answer with honesty, researchers will explain the purpose of

the study to the respondents. To analyze and interpret the results, careful

statistical treatment was employed. To illustrate the flow of the data-gathering

procedures, in the next page is the flowchart of the activities.

Creation of Survey Questionnaire

Validation of Adopted survey questionnaire

Approval letter from the concern research body

Distribution of the Research Instrument via Personal

forms to the respondents

Retrieval of the research instrument via personal

Tabulation, Analysis and Interpretation of Data

Figure 2. Flow of Data Gathering Procedure

Statistical Treatment

After the implementation of various data collection and analysis

procedures on the provided printed survey questionnaires, appropriate statistical

tools will be used to analyze and interpret the data gathered from the

respondents.

To determine the level of Teacher’s Classroom Management, mean and

standard deviation will be used (SOP 1). To determine the level of Emotional

Stability, mean and standard deviation will be used (SOP 2).

To determine the significant relationship between Teacher’s Classroom

Management and Emotional Stability, Pearson’s r correlation will be used (SOP #

3).
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APPENDICES

Republic of the Philippines

Department of Education
 Region XII
Division of Sultan Kudarat
ESPERANZA NATIONAL SULTAN KUDARAT
Poblacion, Esperanza, Sultan Kudarat

Dear Respondents:
We are Grade 12 HUMSS students at Esperanza National High School, Mabolo
St., Poblacion, Esperanza, Sultan Kudarat under Humanities and Social Sciences
(HUMSS) strand, Because of your full commitment as Senior High School STEM
Student, you have been chosen as one of the respondents of our research entitled
"BEYOND THE CHALKBOARD: UNPACKING THE TIES BETWEEN TEACHERS’
CLASSROOM MANAGEMENT AND EMOTIONAL STABILITY GRADE 12
HUMANITIES AND SOCIAL SCIENCES STUDENTS". This study generally aims to
verify if Teacher’s Classroom Management has an effect to the Emotional Stability of
Senior High School Students of Esperanza National High School.
All Information regarding this study will be dealt with strict confidence and any
identification regarding the respondents will not be released and willl be known only to
the researchers. Hoping for your honest responses to this survey questionnaire. Thank
you and God Bless!

Researchers,
MARTHA SELINE B. RICO
ELAIZA MAE C. LOS BAÑEZ
NYBERT A. GERONA
ASMIN A. PAGALAD
YVES RAVEN T. ENGANE
JUSTIN CLARK BEGAFRIA
JASMIN MAMAY
MOHAMAD T. SIMPAL SAMERAH G. SAYOG
Research Adviser JULINA ABDULATIP

Name (Optional): Grade & Section:

School:
PART I. SURVEY QUESTIONNAIRE ON TEACHERS’ CLASSROOM MANAGEMENT

Instruction: This survey questionnaire is adopted from Dr. I.N. George and Abisola
Oladeni Sakirudeen (2017) which aim to assess the Teachers' Classroom Management.
The Instrument is composed of (4) Indicators such as: Verbal Instruction, Corporal
punishment, Instructional supervision and Delegation of authority. This questionnaire will
assess the level of Teachers’ Classroom management. Please use the following four-
point Likert Scale to indicate your responses by checking [√] the appropriate
columns/boxes that correspond to your answer.

Scale Verbal Description Interpretation

5 Strongly Agree The level of my agreement
in the statement is Very
High.
4 Agree The level of my agreement
in the statement is High.

3 Neutral I neither agree nor

disagree with the
statement.
2 Disagree The level of my agreement
in the statement is Low
1 Strongly Disagree The level of my agreement
in the statement is Very
low

A. Verbal Instruction 5 4 3 2 1

My teacher instructs us on what to do in t

he classroom.
My teacher takes time to stress on discipl
inary rules and regulations of the classro
om.
My teacher gives directives on when I sh
ould discuss in the classroom so that I do
not make a noise.
My teacher warns me when to start writin
g during the lesson periods so I do not lo
se focus.
My teacher-directed how learners could s
ubmit assignments quietly without disturb
ing the class.
B. Corporal Punishment 5 4 3 2 1
My teacher orders me to kneel when I co
me late to class.
My teacher asks me to pick leaves when
I fail to submit my assignment.
My teacher sends me out to cut grass wh
en I make a noise.
My teacher uses a cane on me when I in
sult a senior person.
I behave well in the classroom only when
my teacher uses punishment on me.
C. Instructional Supervision 5 4 3 2 1
My teacher always goes around the class
room to ensure that students are actively
participating in learning activities
While teaching, my teacher moves aroun
d the classroom to spot out learners who
make a noise.
While teaching, my teacher inspects stud
ents who are fighting each other.
While teaching, my teacher conducts him
self around to note students who fail to c
opy from the chalkboard.
My teacher is against malpractice during
tests and examinations.
D. Delegation of authority 5 4 3 2 1
My teacher appoints any member of the
class to clean the board.
My teacher appoints a timekeeper in the
classroom.
My teacher appoints students to write the
names of noise makers in the classroom.
My teacher is partial in assigning respons
ibilities to students in the classroom.
My teacher appoints a class perfect for w
riting names of latecomers to class.

PART II - SURVEY QUESTIONNAIRE ON EMOTIONAL STABILITY

Instruction: This survey questionnaire is adopted from Provorova et al. (2020) which
aim to assess the knowledge of emotional stability. The Instrument is composed of (4)
sub dimensions such as: (A) Behavioral self-awareness with reliability coefficient of 0.88:
(B) Communication and conflict management with reliability coefficient of 0.90; (C)
Emotional and behavioral self-efficacy with reliability coefficient of 0.89; (D) Adaptability
and self-programing of a positive mental attitude with reliability coefficient of 0.89.
Please use the following six-point Likert Scale to indicate your responses by checking [√]
the appropriate columns/boxes that correspond to your answer.

Scale Verbal Description Interpretation

1 Always The level of my agreement
in the statement is Very
High.
2 Very Frequently The level of my agreement
in the statement is High.

3 Occasionally I neither agree nor disagree

with the statement.
4 Rarely The level of my agreement
in the statement is Low
5 Very Rarely The level of my agreement
in the statement is Very low
6 Never The level of my agreement
in the statement is Never

A. Behavioral Self-aware 1 2 3 4 5 6
ness
I can predict how I behave in
any circumstances.
I am strong in delegating task
s and controlling people
I take responsibility for my act
ions and words.
I can scare people by the wa
y I look at them
I get offended easily.

Disagreement with me wreck

s my nerves.
Other people usually follow m
y advice
I am good at persuading othe
rs.
I demonstrate my feelings, e
motions, and attitudes.
People say that I am crazy.

I take pills to calm down.

I like speaking in front of a lot

of people.
I like gambling or activities ca
using euphoria and adrenalin.
B. Communication and confli 1 2 3 4 5 6
ct management
It is typical for me to be enga
ged in a conflict.
I argue until I win the argume
nt.
I use “white lies” to calm peo
ple down.
Blaming others for the failure
s to have occurred is my favo
rite communication strategy.
When trying to resolve the co
nflict, I concentrate on the sol
ution rather than the causes
of the problem.
Looking for a compromise hel
ps me to deal with the conflic
t.
Being assertive is my favorite
conflict management style.
C. Emotional and behavioral 1 2 3 4 5 6
self-efficacy
I can control my behavior by
controlling my thoughts.
I can deal with stress easily.

I concentrate better in a stres

sful situation.
When some trouble happens
to me, I call my mom.
All my program groupmates a
re stupid and I hate them.
I train my positive thinking.

The TV news causes me to w

orry.
I am sure that people show di
srespect to me.
Nothing bothers me.

D. Adaptability and self-progr 1 2 3 4 5 6

aming of a positive mental att
itude
I am a continuous learner.

I make my life and career mis

takes corrected.
I give the people a second ch
ance.
I change my mind.

I take the things that are out

of my control easily.
I read a lot of books about pe
rsonality development and th
e lives of successful people.