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