Republic of the Philippines
ROMBLON STATE UNIVERSITY
San Fernando Campus
San Fernando, Romblon
“TEACHER’S CLASSROOM MANAGEMENT STYLES AND STUDENT’S
ACADEMIC STRESS LEVEL IN ROMBLON STATE UNIVERSITY
CAJIDIOCAN CAMPUS”
ANGELICA D. RIVERO
A Research Proposal Presented to the Faculty of the Institute of Graduate Studies, Romblon
State University, San Fernando Campus, San Fernando, Romblon in Partial Fulfillment of the
Requirements in
EM 200 Methods of Research
2020
Republic of the Philippines
ROMBLON STATE UNIVERSITY
San Fernando Campus
San Fernando, Romblon
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, statement of the problem, significance
of the study and the scope and delimitation.
Background of the Study
Teaching is one of the challenging profession encountered by those professionals who
undergone studies in the field of education. In connection with this, we cannot deny the fact that
most of the teachers around the world struggles almost every day to cope with the ever changing
theories, practices and curriculum inside the school. Teachers had to deal with pressure in their
profession ensuring that their lessons are well- prepared and well- understood by their learners. It
must be noted that stress is one of the driving force students had to deal with. Teachers should
know that students differ greatly from one another, that individuals are unique and not all students
are fast learners. Students had been stressed out with upcoming tests, too much homework, a heavy
workload, lack of organization, too little “down time”, poor sleep schedule, participating in class,
lack of support, transitioning to a new environment, classes that are too hard and changes to
routine.
Stress is the physical and mental response of the body to demands made upon it. It is the
result of our reaction to outside events, not necessarily the event themselves (University of St.
Andrews, 2006).
A new study finds that when students experience an academic setback such as a bad grade,
the amount of cortisol- the so- called stress hormone- in their bodies typically spikes. For most
students it drops back down to normal levels a day later, but for some it stays high. These students
remain fixated on the setback and have difficulty moving forward (Terada, 2018).
With regards to this, teachers should reinforce classroom management to deal with the
different academic setbacks of students. Teachers, should at least, respond to this kind of driving
force that is occurring to their learners.
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Students feel stress for different kinds of reasons and teachers must help to teach the
students for the efficient ways for managing the stress. Studying for getting good grades is
significant for a student. There are number of ways for keeping focused and get the quality study
that you want. You can control the time by having a plan and cut down the study down to portions.
Being arranges and having a good learning environment gives you for finding out the resources
more effectively, as such as being capable to concrete good. Find out if you are an auditor, visual
or kinetic learner for a more efficient studying experience, you have to have sufficient rest and
applying stress management tips for preventing the any chronic stress. There are a lot in the plate
for a student to control. All of the students have stress in different ways. As teachers, they must
help to teach the students for the efficient ways for managing the stress (Parker, 2018).
As educators, we need to not only be cognizant of how our behavior and expectations are
affecting our students, increasingly they need to counteract the effects of outside stresses which
may hinder success in the classroom (Staff, 2019).
Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive, on task, and academically productive
during a class. When classroom management strategies are executed effectively, teachers minimize
the behaviors that impede learning for both individual students and groups of students, while
maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective
teachers tend to display strong classroom management skills, while the hallmark of the
inexperienced or less effective teacher is a disorderly classroom filled with students who are not
working or paying attention (Education Reform, 2014).
There are different strategies in classroom management that teachers should concentrate
for the students to manage the stress in the classroom.
First, teachers should check the physical surroundings. It is good to have some decoration,
and exhibiting the work of the students, but teachers should avoid having the classroom space
looks like too busy. Second, allow for fidgeting and movement, some of the teachers have has a
good success by testing with exercise ball instead of the seats, fidget toys or simple disc cushion.
Third, reduce the extraneous noise, some noise is okay, it is rhythmic, and productive exercise is
good for the development, however, some ways shut down in the presence of unsystematic noise.
Teachers should reduce the high reverberative surfaces if possible, and keep the music are in to
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any of the corner of the classroom, with an easy divider if possible, so in which those not joining
can focus on to other kinds of tasks. Fourth, build in time for transitions. Most of the teachers are
zone mindful of, and do this, instinctively. Be that as it may, some of the time we attempt to rush
starting with one movement then onto the next. Students, who experience issues up directing from
a “lighter” movement to something requiring more concentration, or down managing from a
bustling action, can become mixed up in the rearrange on the off chance that we don’t permit time.
Lastly, make the students aware about their own state of mind. Tools such as the alert program
will encourage the students to become aware about their own willingness to study. If the students
are made aware about how they will feel, and if the teachers are aware about how they are affecting
the students, the classroom management problems will be decreased and the learning of the
students will be improved (Parker, 2018).
It is from the above backdrop where the researcher is convinced to conduct a study on the
efficiency of classroom management towards reducing the student’s level of stress.
Statement of the Problem
This research study is to be conducted to determine the teacher’s classroom management
styles and student’s academic stress level at Romblon State University Cajidiocan Campus in the
school year 2020-2021.
Specifically, it will seek answers to the following objectives:
1. What are the classroom management styles of the teachers as to;
2.a. Authoritaritarian
2.b. Authoritative
2.c. Indulgent
2.d. Permissive?
2. What are the level of academic stress of students in terms of;
3.a. Academic frustration
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ROMBLON STATE UNIVERSITY
San Fernando Campus
San Fernando, Romblon
3.b. Academic conflicts
3.c. Academic anxieties
3.d. Academic pressures?
3. Is there a significant correlation between teacher’s classroom management styles and
student’s academic stress level?
Significance of the Study
This study aimed to determine the classroom management styles used by the teachers and
academic stress level of the students at Romblon State University Cajidiocan Campus.
There is ample of research available on the significance of teacher preparation in classroom
management with further research on how poor and unorganized classroom environment can result
in poor learning. On the other hand, there are numerous advantages of ensuring a classroom
environment is well- handled, but that requires much detailed study, which integrates strategies,
creating the right environment and educating teachers and students so they can all work in harmony
in achieving the desired goals and outcome (Understanding our classroom management standard,
2016).
Though previous researches have shown that different classroom management reduces the
stress level of students, these researches focused on teachers and students as respondents.
Classroom management included in previous researches were limited only to some extent.
Therefore, the main contribution of this research will include various kinds of classroom
management styles to influence student’s productivity in handling stress in Romblon State
University Cajidiocan Campus.
Result of this study will serve as an important input to the concerned authorities in the
academic institution for better planning and implementation of classroom management styles that
would help in reducing the stress level of students in Romblon State University Cajidiocan
Campus.
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San Fernando Campus
San Fernando, Romblon
Scope and Delimitation of the Study
This research is design to investigate the classroom management styles used by the teachers
and academic stress level of students at Romblon State University Cajidiocan Campus. This
research will be conducted on the second semester of the school year 2020-2021 in Romblon State
University Cajidiocan Campus with twenty-four (24) 4th year education students as respondents.
Republic of the Philippines
ROMBLON STATE UNIVERSITY
San Fernando Campus
San Fernando, Romblon
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter consists of related literature and studies. Theoretical and conceptual
framework, hypotheses and definition of terms are also included. The succeeding reviews gave the
researcher a wide knowledge and concept about her present investigation.
Classroom Management
Classroom management refers to creating safe and stimulating learning environment. This
term combines the teacher’s personality, his/her abilities and professional conduct designed to
bring all of his/her professional roles, as well as the processes that take place in a group of students
and the results of these processes. A large number of studies that are concerned with various
influences on pupils’ school achievement (Wang et al., 1993), point out that, among 228 variables,
classroom management has the most direct impact on students’ achievements.
Classroom management involves many aspects: the management of space, time, activities,
materials, labor, social relations, and behavior of students. Therefore, this concept is associated
with a wide range of activities undertaken by the teacher in the classroom, such as arranging the
physical space, defining and practicing classroom procedures, observation of students’ behavior,
dealing with undisciplined behavior, encouraging students’ responsibility for learning, teaching
lessons in such a way that encourages students’ task orientation (Watkins & Wagner, 2000).
Doyle (1980) stresses that classroom is not only the static picture of a room filled with
twenty or thirty students and the same number of chairs and desks, with shelves, tables, books,
chalkboards. Classroom is in motion and its complex structure could be captured by following
features: 1) immediacy (events happen fast and there is not enough time to think before acting); 2)
publicness (the classroom is public place and the teacher is always on the stage); 3)
multidimensionality (classroom is a learning laboratory, a social center, a peer-group, a collection
of individuals); 4) unpredictability (immediate circumstances influence events); 5) history (a class
meets regularly for a long time and the first few meetings often shape what is likely to happen the
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rest of a year); 6) simultaneity (many things happen at the same time). This complex environment
requires classroom management that includes: extensive knowledge of what is likely to happen in
the classroom, an ability to process a large amount of information rapidly, and skill in carrying out
effective actions over a long period of time.
In order to determine the content of the concept of classroom management, the authors
distinguish different dimensions that make its structure.
Watkins and Wagner (2000) speak of two broad dimensions of teacher’s leadership in
classroom: a) integrative behavior – encouraging group members to work towards achieving
common goals, and in a way that gives each group member satisfaction; and b) directive behavior
– directed to the task, which involves the use of specific means for achieving the set of goals and
coordinating learning activities. Teachers should take into account both dimensions of their
leadership roles for effective classroom management.
As the basic dimensions of classroom management skills, Bru, Stephens and Torsheim
(2002) consider the following: 1) providing academic support, 2) providing emotional support, 3)
careful and simultaneous monitoring the entire class, and 4) conflict management.
Nancy Martin and Beatrice Baldwin (1993a; 1993b) offer a simple and comprehensive
definition of the concept. According to them, classroom management is a multifaceted construct
that includes three broad dimensions: personality, teaching and discipline. Personality dimension
includes teacher’s beliefs about student' personality and teachers’ actions that contribute to
individual development of students. This dimension is related to teacher’s perceiving of the general
nature of students’ abilities, motivation and overall psychological climate. Teaching dimension
includes all teacher does to establish and maintain learning activities in the classroom, the physical
arrangement of space and use of time. The third dimension, discipline, refers to actions taken by
teacher to establish appropriate standards of behavior in the classroom.
Stress Level of Students
According to Behere, et. al. (2011), in today's ultra-competitive environment, students face
more stress than ever – be it related to studies, examination, peer, teachers or parent's pressure.
Stress is the “wear and tear” our bodies experience as we adjust to our continually changing
environment. On one hand, stress compels us to action. However, it can result in feelings of
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rejection, anger, and depression, leading to health problems such as headaches, upset stomach
rashes, insomnia, ulcers, high blood pressure, heart disease, and stroke.
Pinel (2003) defines stress as a physiological response to perceived threat. It therefore has
negative effects on life's pressures and events (Benson and Stuart, 1992) and can generally be
viewed as a set of neurological and physiological reactions that serve an adaptive function
(Franken, 1994).
Holmes and Rahe (1967) indicated that any life change that requires numerous
readjustments can be perceived as stressful. Teens of today face many challenges that parents and
traditional educators may not have had to experience when they were growing up.
Due to numerous pressures of the 21st century, adolescents are having difficulty in coping,
and are requesting for educational programs in schools to help teach them how to cope with such
stressors (Frydenberg et al., 2004).
Classroom Management Styles of Teachers
Classroom management is a skill requiring making decisions about the seating order of
students, teaching, materials, social relations, behavior management, discipline, etc. (Emmer and
Mary, 2005; Jones and Louise, 2004). According to Lemlech (1998), classroom management
training is very important for teachers to manage their classes more efficiently. In addition, the
research reveals that teachers’ behavior towards classroom management reflects their views on
learning, teaching, and the students (Dooley, 1997; Edwards, 2003; Hoy and Anita, 1990; Martin
et al. 1994, 1995; Miller, 2003). There are many different classifications about teachers’ classroom
management approaches, attitudes and profiles in the related literature. Dreikurs (1996) classified
teachers as autocratic, democratic and permissive (In Wolfgang, 2005, 44-45), Santrock described
them as authoritarian, authoritative, laissez-faire and indifferent (1996), Wolfgang (1995)
classified teachers as interventionist, non-interventionist and internationalist, Deaton (2013)
differentiated between teacher-centered and student-centered.
Bassett et al. (2013), distinguished three teaching styles: authoritative, authoritarian and
permissive. The authoritative teacher exhibits a warm and nurturing attitude toward his/her
students and expresses interest and affection, thus placing limits and controls on the students while
simultaneously encouraging their independence. The authoritarian teacher, who focuses on
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San Fernando, Romblon
discipline and has expectations of swift obedience, believes that the students only need to pay
attention during classes to gain knowledge. Finally, the permissive teacher is not engaged with
his/her students or learning, places few demands on the students, and does not try to manage the
classroom environment.
According to Baumrind (1971), there are a number of management styles that teachers’
exhibit. Classroom management styles of teachers can be characterized along two dimensions:
Type of control exercised over students and degree of involvement of teachers with students. The
extremes of these two dimensions allow teacher management of students to be readily identified.
The classroom management styles of teachers have been identified on the basis of the permutations
and combinations of the degree of control and the level of involvement. The chart given below
clearly manifests the possible combinations:
High Involvement
Low Involvement
High Control
Authoritative
Authoritarian
Low Control
Indulgent
Permissive
Baumrind (1971) has described the four possible combinations of classroom management
styles as follows:
 The authoritative style is characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
 The authoritarian style tends to be characterized by numerous behavioural regulations, is
often seen as punitive and restrictive, and students have neither a say in their management, nor are
they seem to need explanations; the teacher's character is sometimes perceived as being cold, even
punishing.
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 The permissive style is characterized by a lack of involvement, the environment is no
punitive, there are few demands on students, and there is a lot of freedom.
 The indulgent style presents an environment where there are no demands on the student
of any sort, and students are actively supported in their efforts to seek their own ends using any
reasonable means.
Academic Stress of Students
Studies have provided evidence that school issues are generally a concern felt among
adolescents around the world, although for Asian societies, the pressure to perform in school is
more acute (e.g., Korea, Hong Kong, and Singapore) (Friedman, 1991; Isralowitz & Ong, 1990;
Stark, Spirito, Williams, & Guevremont, 1989). For example, a study conducted to compare
studying patterns between adolescents in Korea and America revealed that twelfth-grade Koreans
were found to spend twice as much time in completing homework than their American
counterparts, while the latter was found to spend twice as much time socializing and in leisure
activities (Lee & Larson, 2000). In examining the relationship between academic stress and
depression, this same study also found 36% of the Korean students to be clinically depressed
compared to 16% of their American counterparts. Korean adolescents also devoted large amounts
of time studying and many attended private cram schools after school and on weekends in order
to do well on the 535 entrance examination of a high ranking university (Chung, Kim, Lee, Kwon,
& Lee, 1993).
In Hong Kong, students were also found to be highly competitive and have a strong drive
to achieve academic excellence. These students faced strong pressure from their parents and
themselves to excel academically (Gow & Kember, 1990; Smith, 2001). In a study which
examined the perception of stress of Hong Kong adolescents, Li and Ng (1992) found that students
rated school demands as one of their main sources of stress. Similarly, Sadler-Smith and Tsang
(1998) reported in their study with Hong Kong adolescents that the students tended to be more
anxious than their British counterparts. They were also more likely to worry about their studies
and be overwhelmed by their work load. In a recent study investigating the personal concerns of
secondary school students in Hong Kong, Hui (2000) found that academic achievement was
perceived as their most pressing concern. Likewise in Singapore, adolescents face a highly
stressful educational environment. Ang and Huan (2006) found that adolescents experienced stress
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arising from both their own expectations to excel in school as well as those oftheir parents and
teachers. Schoolwork pressure was reflected in the stress felt by the students (Ho & Yip, 2003;
Isralowitz & Ong, 1990).
In a study of 220 Singapore school students it was found that they ranked "being pressured
to keep up with schoolwork" as their major concern (Isralowitz & Ong, 1990). Ho and Yip (2003)
conducted a national survey of youth in Singapore and found that the majority of the 1,500
adolescents surveyed ranked education to be the most stressful aspect of their lives. Furthermore,
when asked to rank the importance and satisfaction level of seven different aspects of school life,
these youths ranked examination grades to be most important, but indicated being the least satisfied
with it. Such a finding suggests that while examination grades are considered to be highly
important, these adolescents felt that they could not attain standards that were perceived to be
satisfactory. In summary, studies on the Asian adolescents indicated a close association between
negative consequences such as excessive stress and the emphasis on academic excellence (Shek,
1995).
Theoretical Framework
Glasser’s Choice Theory will be use in this study as a framework in understanding and
explaining behavior. This theory is based on the simple premise that every individual only has the
power to control themselves and has limited power to control others.
This theory states that all we do is behave. Glasser suggests that almost all behavior is
chosen, and we are driven by genetics to satisfy five basic needs: survival, love and belonging,
power, freedom and fun. In choice theory, the most important need is love and belonging because
connectedness with others is required as a basis in satisfying all other needs. The classroom should
therefore be a needs-satisfying place for students.
Glasser identifies teachers as managers who need to work effectively if they want to
successfully teach their students. The role of teachers as managers requires them to guide students
in understanding that working hard and being obedient is worth it and will have a positive influence
on their lives. Teachers can achieve this through developing positive relationships with students
and creating active, relevant learning experiences that enable students to demonstrate mastery and
success.
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When it comes to developing lessons, teachers who practice choice theory work to make
sure that student classroom activities are designed to satisfy the students’ needs. This allows
learning to increase while diminishing disruption. Students are able to “connect, feel a sense of
competence and power, have some freedom, and enjoy themselves in a safe, secure environment,”
according to Funderstanding. Therefore, this theory is suitable to examine student’s behavior in
relation to teacher’s classroom management style.
Conceptual Framework
The conceptual framework of this research study has been analyzed and outlined as shown
below. The following paradigm shows that the classroom management styles of the teacher affect
the level of academic stress of the students.
Independent Variable
Classroom Management
Styles of the Teacher
Dependent Variable
Level of Academic Stress
of Students
Figure 1. Relationship between dependent and independent variables.
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Hypotheses
The following hypothesis was formulated for testing the assumption.
1. There is no significant correlation between teacher’s classroom management styles and
student’s academic stress level.
Definition of Terms
In order to be guided and clearly understand this study, the following terms are hereby
operationally defined:
Academic Stress refers to mental distress of the students with respect to some anticipated
frustration associated with academic failure or even awareness of the possibility of such failure.
Anxieties refers to student’s feeling of apprehension and fear, characterized by physical symptoms
such as palpitations, sweating, and feelings of stress.
Authoritarian refers to teachers who demand their students to obey completely and refusing to
allow them freedom to act as they wish.
Authoritative refers to teachers having power, influence or the right to control and make decisions
inside the classroom.
Classroom Management Styles refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive, on task, and academically productive
during a class.
Conflicts refers to struggle between teachers and students which may be physical, or between
conflicting ideas.
Frustration refers to student’s feeling of annoyance that occurs when something doesn't go as he
or she expect.
Indulgent refers to students who are lenient or who gives into whims and desires.
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Permissive refers to teachers who are tolerant of something, often something of which his or her
students would disapprove.
Pressure refers to the burden of physical or mental distress of the students.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design and research procedure that will be used in this
study.
Research Design
Presented in this section are the components which will describe the observations that will
be made, how to organize them and how to analyze and interpret quantitative observations. It
includes research method to be used, the research locale and time of the study, population and
sampling, respondents of the study, research instruments to be used, formulation of the instrument,
data gathering, data processing, and statistical treatment of the data.
Research Method to be used
Survey method will be used to determine the classroom management styles of the teachers
and level of academic stress of the students of Romblon State University Cajidiocan Campus.
Research Locale and Time of the Study
This study will be conducted during the second semester of the school year 2020-2021 in
Romblon State University Cajidiocan Campus.
Cajidiocan, officially the Municipality of Cajidiocan, is a 4th class municipality in
the province of Romblon, Philippines. It is located in the north-eastern portion of Sibuyan Island.
To its west is the municipality of Magdiwang and to its south is the municipality of San Fernando.
To its east lies Sibuyan Sea. It has a total land area of 201.85 km2. 60 percent of which is part of
the Mount Guiting-Guiting Natural Park, a mountainous protected wildlife area composed of
lush tropical rainforest surrounding the Mount Guiting-Guiting, Sibuyan's tallest mountain. It has
narrow strips of flat land along the coast where much of the population is concentrated.
Cajidiocan is politically subdivided into 14 barangays.
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
Alibagon
Cambajao
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








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Cambalo
Cambijang
Cantagda
Danao
Gutivan
Lico
Lumbang Este
Lumbang Weste
Marigondon
Poblacion
Sugod
Taguilos
There are four public secondary schools in the municipality namely Cajidiocan National High
School, Lumbang East National High School, Cambalo National High School, Danao National
High School and one university which is the Romblon State University Cajidiocan Campus
which is located in Barangay Sugod, Cajidiocan, Romblon.
Population and Sampling
Stratified random sampling will be used to determine the sample in 4th year education
students in Romblon State University Cajidiocan Campus where the total population is 24. The
strata will include the gender of the 4th year education students of this school.
Respondents of the Study
The respondents of this study will be the twenty-four (24) 4th year education students of
Romblon State University Cajidiocan Campus.
Research Instrument to be used
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In the conduct of this study, the researcher will administer a checklist in determining the
classroom management styles used by the teacher and level of academic stress of students in
Romblon State University Cajidiocan Campus.
Formulation of the Instrument
In order to determine the classroom management styles used by the teachers among the 4th
year education students in Romblon State University, the researcher will employ a Classroom
Management Styles Test, a 25-item checklist of possible management styles used by the teacher
inside the classroom. The respondents will be asked to check the items as to what classroom
management styles were used by the teachers in Romblon State University Cajidiocan Campus.
For the level of academic stress of the students among the 4th year education students in
Romblon State University, the researcher will administer an Academic Stress Test, a 35-item
checklist of possible academic stressors. The respondents will be asked to check the items which
were perceived by them to be stressful and had occurred during the last and current semester.
Data Gathering
In gathering the data of this research study, a letter requesting permission to conduct this
study will be send to the Campus Director of Romblon State University Cajidiocan Campus by the
researcher. At the same manner, a letter will also be send to the respondents of Romblon State
University Cajidiocan Campus especially in the administration of checklist.
Data Processing
The data of this research study will be encoded in the computer and will be analyzed using
the Statistical Package for Social Science (SPSS) for the frequency distribution and Pearson
product- moment correlation.
The following statistical tools will be applied:
1. Frequency distribution will be applied to determine the classroom management styles
used by the teachers and the level of academic stress of students.
2. Pearson Product- Moment Correlation will be used to determine the relationship
between the classroom management styles of teachers and academic stress level of
students.
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Statistical Treatment of the Data
The researcher will use the frequency distribution to determine the classroom management
styles used by the teachers and the level of academic stress of students and Pearson ProductMoment Correlation will be used to determine the relationship between the classroom management
styles of teachers and academic stress level of students.
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