Management of School, Classroom, and Home: The Trifold Functions of Academic Designees

Abstract

This study aimed at addressing research gaps by determining how the management practices of
academic designees’ trifold functions differ in school classroom, and home, across State
Universities and Colleges (SUCs) in Region III. Utilizing a convergent parallel mixed-methods
design, quantitative data were collected through surveys while qualitative data were gathered
via in-depth interviews. Respondents were young to middle-aged, married women from middle
income families with strong educational qualifications, prior teaching experiences, and a
combination of new and seasoned leadership. Findings revealed that classroom management
significantly varies across SUCs, while school and home management were consistent since they
showed non-significant variation. Demographic predictors influenced the management
practices.
Analysis of Variance revealed that school and home management do not significantly differ
while classroom management variations were noted. These results reflected the diverse teacher
role practices across institutions and challenges studies stating that demographic predictors do
not affect classroom management while maintaining alignment with research on the structured
nature of school and home management.
Keywords: Academic Designee, School Management, Classroom Management, Home
Management, Trifold Function