Research Article

Cultural Sensitivity and Classroom Management of Teachers

Kenneth Akiatan Garcia 1 * , Jovar Gallaza Pantao 1
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1 College of Education, Mindanao State University, Fatima, General Santos City, PHILIPPINES* Corresponding Author
International Journal of Professional Development, Learners and Learning, 3(1), 2021, ep2108, https://doi.org/10.30935/ijpdll/11093
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ABSTRACT

The diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on cultural background becomes a valuable input to the way they manage their classroom. This study aimed to find out the relationship of cultural sensitivity with the classroom management of teachers.
The study employed correlational research design. It is quantitative in nature that was complemented by interviews. It involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South Central Elementary School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers were randomly chosen for an interview. The data needed were gathered using questionnaires following the survey method and interviews of randomly chosen teachers. The data were analyzed using frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient.
The result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal classroom management to a great extent. The findings also disclosed that a moderate significant relationship between cultural sensitivity and classroom management exists. Based on the findings, the cultural sensitivity of teachers influences their classroom management. The study recommends capacity-building programs for the teachers such as seminar-workshop on multicultural approaches to education and culturally responsive classroom management strategies for them to enhance their knowledge and skills on culture-sensitive classroom management.

CITATION (APA)

Garcia, K. A., & Pantao, J. G. (2021). Cultural Sensitivity and Classroom Management of Teachers. International Journal of Professional Development, Learners and Learning, 3(1), ep2108. https://doi.org/10.30935/ijpdll/11093

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