Classroom Management Styles in a Multigenerational District

Classroom management is a foundational component of quality teaching that significantly influences the effectiveness of instruction and student learning outcomes. It encompasses the systems and strategies educators use to foster a structured, respectful, and engaging learning environment, including organizing routines, maintaining behavioral norms, and creating spaces where learners can thrive academically and socially (Alsubaie, 2021).

Effective classroom management has been shown to improve student achievement

1. Abdulllah, M. (2020). Age and teaching strategies: Demographic influences on classroom management. International Journal of Educational Studies, 8(2), 45–59. [Google Scholar] [Crossref]

2. Abrar, K. M. (2020). Characteristics, technological challenges, and adaptation needs of Baby Boomer teachers in modern educational contexts. Asian Journal of Social and Humanities 1(02),75-8. [Google Scholar] [Crossref]

3. Aelenei, C., Popescu, M., & Ionescu, R. (2023). Relational strategies among Gen X and Y teachers and behavioral outcomes. Journal of Educational Research and Practice, 14(2), 77–93. [Google Scholar] [Crossref]

4. Alimahan, A., & Ubayubay, J. (2025). Age and classroom management competencies among Filipino teachers. Philippine Journal of Teacher Education, 12(1), 33–48. [Google Scholar] [Crossref]

5. Alsubaie, M. A. (2021). Classroom management and its impact on student learning outcomes. Journal of Education and Practice, 12(5), 45–52. [Google Scholar] [Crossref]

6. Altamerano, R. M. C., & Galarosa, W. F. (2024). Kindergarten teachers’ classroom management styles and learners’ level of engagement in the Division of Lucena City. Ignatian International Journal for Multidisciplinary Research, 2(6), 1007–1029. [Google Scholar] [Crossref]

7. Balmeo, M. L., Boholano, H., & Balaoing, A. M (2024). Behavioral disruptions and K to 12 curriculum alignment in Baguio City public elementary schools. International Journal of Learning, Teaching and Educational Research, 4(1), 25–37. [Google Scholar] [Crossref]

8. Bennett, J., & Lemoine, P. A. (2021). Generational differences in teaching styles: Implications for professional development. Journal of Educational Research, 114(3), 245–260. [Google Scholar] [Crossref]

9. Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4), 433–441. [Google Scholar] [Crossref]

10. Barbour, M. K., & Hodges, C. B. (2024). Preparing teachers for effective K 12 online learning in the age of disruptions: A call for transforming teacher education. Open Praxis, 16(4), 583–594. [Google Scholar] [Crossref]

11. Brannon, A., & Clark, K. N. (2023). Profiles of teacher behavior management style: Perceived school climate, stress, and self efficacy. Contemporary School Psychology, 28(4), 621–639. [Google Scholar] [Crossref]

12. Brown, L., & Wilson, K. (2020). Generational attitudes toward technology integration among teachers.Journal of Educational Technology, 15(2), 45–60. [Google Scholar] [Crossref]

13. Bugnos, R. (2025). Intergenerational teaching strategies: Adapting pedagogy for modern classrooms. Philippine Journal of Education Research, 12(1), 33–48. [Google Scholar] [Crossref]

14. Calderon, T. (2025). Classroom leadership and teacher stability among Generation X educators. Asian Educational Review, 8(3), 112–129. [Google Scholar] [Crossref]

15. Carreon, M., & Peña, R. (2021). Challenges in classroom management among public school teachers in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 9(3), 89–97. [Google Scholar] [Crossref]

16. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson. [Google Scholar] [Crossref]

17. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. [Google Scholar] [Crossref]

18. Delawder, K. (2024). Millennial teachers and workplace engagement: Priorities in professional growth and work-life balance. International Journal of Teacher Development, 10(4), 55–72. [Google Scholar] [Crossref]

19. Deloitte. (2025). Millennials' preferences in work: Work-life balance, flexibility, and mental well-being. Deloitte Global Survey Research. [Google Scholar] [Crossref]

20. Djigic, G. (2014). The Classroom Management Style Questionnaire: Development and validation of a research instrument. [Google Scholar] [Crossref]

21. Doğan, N., & Arslan, S. (2025). Intergenerational collaboration in education: Enhancing instructional quality through mixed-generation teams. Education and Society Journal, 9(2), 88–102. [Google Scholar] [Crossref]

22. Dixit, A. (2023). A review of personality characteristics of Millennials. SMS Journal of Entrepreneurship & Innovation, 9(2). [Google Scholar] [Crossref]

23. Department of Education (DepEd). (2017). DepEd Order No. 42, s. 2017: Philippine Professional Standards for Teachers (PPST). Pasig City, Philippines. [Google Scholar] [Crossref]

24. Department of Education (DepEd). (2022). DepEd Order No. 49, s. 2022: Code of professional conduct for teachers. Pasig City, Philippines. [Google Scholar] [Crossref]

25. Department of Education (DepEd). (2024). DepEd Order No. 7, s. 2024: Revised school-based management (SBM) system. Pasig City, Philippines. [Google Scholar] [Crossref]

26. Department of Education (DepEd). (2025). DepEd Order No. 18, s. 2025: Academic Recovery and Accessible Learning (ARAL) Program. Pasig City, Philippines. [Google Scholar] [Crossref]

27. Emmer, E. T., & Evertson, C. M. (2021). Classroom management for middle and high school teachers (11th ed.). Pearson. [Google Scholar] [Crossref]

28. Erten, Z., & Ökten, R. (2020). Intrinsic motivation and meaningful work: A generational comparison of educators. Journal of Educational Psychology, 112(3), 401–414. [Google Scholar] [Crossref]

29. Elder, G. H., Jr. (1998). The life course as developmental theory. Child Development, 69(1), 1–12. [Google Scholar] [Crossref]

30. Galván, M. (2023). Digital competence and student engagement: The role of millennial teachers. Journal of Educational Technology, 19(2), 67–81. [Google Scholar] [Crossref]

31. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books. [Google Scholar] [Crossref]

32. Ginott, H. G. (1972). Teacher and child: A book for parents and teachers. New York: Macmillan. [Google Scholar] [Crossref]

33. Glasser, W. (1998). Choice theory: A new psychology of personal liberty. HarperCollins. [Google Scholar] [Crossref]

34. Gonzales, R. (2025). Adaptive classroom management among Generation X principals: Integrating structure with relational strategies. Philippine Journal of Educational Leadership, 10(1), 22–38. [Google Scholar] [Crossref]

35. Gumpal, J., & Basmayor, R. (2024). Teaching experience and professional competencies as predictors of classroom management effectiveness. Asia-Pacific Journal of Education Research, 15(2), 77–91. [Google Scholar] [Crossref]

36. Gumba, R., & Mone, E. (2019). Work values, motivation, and self-efficacy of millennial teachers. International Journal of Educational Research, 14(1), 15–30. [Google Scholar] [Crossref]

37. Guinontao, L., & Ferenal, A. (2025). Teacher preferences for active versus hands-off classroom management strategies. Journal of Innovative Teaching, 8(2), 55–71. [Google Scholar] [Crossref]

38. Hattie, J. (2019). Visible learning: Feedback for teachers. London, UK: Routledge. [Google Scholar] [Crossref]

39. Huang, X., Li, J., & Chen, Y. (2025). Authoritative classroom management and student performance in primary education. Chinese Journal of Educational Psychology, 17(1), 101–118. [Google Scholar] [Crossref]

40. Jennings, P. A., Greenberg, M. T., & Brown, J. L. (2022). Interactionist approaches to classroom management: Teacher-student relationships and engagement. Journal of School Psychology, 92, 45–60. [Google Scholar] [Crossref]

41. Jones, V. F., Jones, L. S., & Toshalis, E. (2024). Comprehensive Classroom Management: Creating communities of support and solving problems (13th ed.). Pearson. [Google Scholar] [Crossref]

42. Karim, A., & Matiman, R. (2025). The impact of school heads’ leadership styles on teacher satisfaction and classroom dynamics. [Google Scholar] [Crossref]

43. Long, T. (2023). Teacher strategies and classroom engagement: Moving beyond laissez-faire approaches. International Journal of Teacher Education, 12(2), 88–102. [Google Scholar] [Crossref]

44. Lagmay, A., & Florendo, J. (2025). Generation X teachers as anchors of school stability and retention. Philippine Educational Review, 20(1), 101–118. [Google Scholar] [Crossref]

45. Mahmoud, R., El-Sayed, A., & Hassan, H. (2021). Work-life balance and participative leadership among millennial teachers. Journal of Contemporary Educational Management, 6(3), 45–61. [Google Scholar] [Crossref]

46. Mannheim, K. (1952). Essays on the sociology of knowledge. London, UK: Routledge & Kegan Paul. [Google Scholar] [Crossref]

47. Marin, L. (2019). Pre-service Generation Z teachers: Confidence, classroom management, and preparation needs. Teacher Education Quarterly, 46(2), 23–42. [Google Scholar] [Crossref]

48. Marquez, J., & Oropa, D. (2025). Multigenerational classroom management challenges and inclusivity in the Philippine context. [Journal Name/Publisher]. [Google Scholar] [Crossref]

49. Martin, N., & Baldwin, C. (2020). The impact of interactionist classroom management on student satisfaction and achievement. Teaching and Teacher Education, 92, 103–115. [Google Scholar] [Crossref]

50. Davis, K. M., & Roberts, L. (2022). Generational perspectives on student engagement: A comparative study. Educational Psychology, 42(5), 678–695. [Google Scholar] [Crossref]

51. McDaniel, S. (2023). Post-pandemic classroom behavior and teacher responses in the United States. Educational Researcher, 52(4), 210–223. [Google Scholar] [Crossref]

52. McGuire, K., & Meadan, H. (2024). Supporting diverse teaching practices in multigenerational classrooms. Journal of Special Education Leadership, 37(1), 15–28. [Google Scholar] [Crossref]

53. Miljenović, S. (2023). The interactionist style: Balancing structure and flexibility in classroom discipline. [Google Scholar] [Crossref]

54. Ballová Mikušková, E. (2023). Generational differences in classroom management styles: A Slovak perspective. European Journal of Teacher Education, 46(3), 411–430. [Google Scholar] [Crossref]

55. Muncada, R. (2024). Generation Z educators: Technology integration and autonomous classroom management. Philippine Journal of Modern Education, 6(1), 33–49. [Google Scholar] [Crossref]

56. Obispo, R. T., Magulod Jr., G. C., & Tindowen, D. J. C. (2021). Teachers’ classroom management styles and student teacher connectedness and anxiety. International Journal of Learning, Teaching and Educational Research, 20(5), 123–141. [Google Scholar] [Crossref]

57. Ogena, C. (2024). Interactionist strategies in online and traditional classrooms: Effects on engagement and performance. Asia-Pacific Journal of Education Technology, 11(2), 77–95. [Google Scholar] [Crossref]

58. Özen, F., & Yıldırım, S. (2020). Classroom management as an essential skill: Experience, pedagogy, and communication. [Google Scholar] [Crossref]

59. Panturas, D. (2025). Work values and teaching performance of Generation Z educators. Journal of Educational Innovation, 9(1), 15–32. [Google Scholar] [Crossref]

60. Pham, D. (2024). Workforce integration of Generation Z: Educational and labor market transitions post-COVID-19. Asian Journal of Human Resources, 12(2), 90–108. [Google Scholar] [Crossref]

61. Polat, S., Kaya, M., & Turan, H. (2019). Intergenerational classroom management: Bridging experience and innovation. International Journal of Educational Research, 95, 42–55. [Google Scholar] [Crossref]

62. Putra, A. (2025). Structured guidance and active involvement in classroom management. Journal of Teacher Education and Practice, 13(3), 60–78. [Google Scholar] [Crossref]

63. Quimpan, R., & Bauyot, R. (2024). Gamification and collaborative digital platforms in Philippine classrooms: Generation Z teachers’ approaches. Journal of Innovative Pedagogy, 7(2), 45–63. [Google Scholar] [Crossref]

64. Quimpan, R., & Bauyot, R. (2024). Leveraging digital-native teaching strategies of Generation Z in Philippine classrooms. Journal of Innovative Education Practices, 7(1), 14–30. [Google Scholar] [Crossref]

65. Reyes, A., Galvan Jr., R., Navarro, A., Velasquez, M., Soriano, D. R., Cabuso, A. L., David, J. R., Lacson, M. L., Manansala, N. T., & Tiongco, R. E. (2020). Across generations: Defining pedagogical characteristics of Generation X, Y, and Z allied health teachers using Q methodology. Medical Science Educator, 30(4). [Google Scholar] [Crossref]

66. Resojento, S. U., Andrin, G. R., Nagarit, N., Malang, J., & Sabile, L. (2021). CLASSROOM MANAGEMENT PRACTICES AMONG GRADE SCHOOL TEACHERS IN SELECTED PUBLIC SCHOOLS IN THE DIVISIONS OF CEBU CITY. European Journal of Humanities and Educational Advancements, 2(10), 142-156 [Google Scholar] [Crossref]

67. Salvadorinho, P. (2025). Generation Z educators: Motivation, purpose-driven work, and minimal workforce participation. Journal of Modern Education Studies, 8(1), 33–49. [Google Scholar] [Crossref]

68. Schroth, H. (2019). Are you ready for Gen Z in the workforce? California Management Review, 61(3), 5–18. [Google Scholar] [Crossref]

69. Seemiller, C., & Grace, M. (2025). Generation Z in education: Preferences for technology-driven and autonomous classroom strategies. Journal of Contemporary Educational Practice, 5(1), 25–42. [Google Scholar] [Crossref]

70. Sukmawati, R., Putri, L., & Wibowo, A. (2024). Innovative teaching strategies among Generation Z educators in Indonesia. Journal of Digital Education, 8(1), 30–47. [Google Scholar] [Crossref]

71. Smith, A., & Rees, J. (2022). Digital distractions and classroom management challenges in UK schools. British Journal of Educational Technology, 53(6), 1450–1465. [Google Scholar] [Crossref]

72. Strauss, W., & Howe, N. (1991). Generations: The history of America’s future, 1584 to 2069. New York, NY: William Morrow & Company. [Google Scholar] [Crossref]

73. Tandih, R. (2025). Professional competencies versus age in shaping instructional practices among elementary teachers. Journal of Educational Development, 9(1), 56–70. [Google Scholar] [Crossref]

74. Venida, D. (2022). Generation Z and early career challenges in Philippine education. Philippine Journal of Social Sciences, 45(1), 88–102. [Google Scholar] [Crossref]

75. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press. [Google Scholar] [Crossref]

76. Wajdi, M., Susanto, B., Sumartana, I. M., Sutiarso, M. A., & Hadi, W. (2024). Profile of generation Z characteristics: Implications for contemporary educational approaches. Kajian Pendidikan, Seni, Budaya, Sosial Dan Lingkungan, 1(1), 33–44. [Google Scholar] [Crossref]

77. Wang, J., Tigelaar, D. E., Luo, J., & Admiraal, W. (2022). Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis. Computers & Education, 183, 104501. [Google Scholar] [Crossref]

78. Wehby, J. H., & Lane, K. L. (2019). Structured behavioral interventions and proactive classroom management. [Journal Name/Publisher]. [Google Scholar] [Crossref]

79. Wolff, C. E. M., Jarodzka, H., & Boshuizen, H. P. A. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1), 131–148. [Google Scholar] [Crossref]

80. Yabut, L. (2025). Hybrid classroom management strategies among Millennial teachers in the Philippines. Philippine Educational Journal, 12(2), 55–70. [Google Scholar] [Crossref]

81. Yamamoto, T., & Fukuda, S. (2020). Teacher workload and classroom management in Japan. Asia-Pacific Education Review, 21(3), 413–425. [Google Scholar] [Crossref]

82. Yuzurika, D., & Kurniawan, F. (2023). Post-COVID hybrid learning: Generational adaptations and classroom management. International Journal of Educational Innovation, 16(4), 101–11 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study