Classroom Management on Pupils’ Behavior in Kindergarten School in Tumauini South District
DOI:
https://doi.org/10.55927/ijsmr.v4i9.125Keywords:
Classroom Management, Pupil Behavior, Kindergarten EducationAbstract
This study examined the influence of classroom management on pupils’ behavior in kindergarten schools in the Tumauini South District using a descriptive-correlational research design. Data were collected from 50 kindergarten teachers through a validated survey questionnaire. Findings indicated that teachers consistently implemented structured routines, established clear classroom rules, and applied positive reinforcement strategies, which contributed to pupils’ attentiveness, cooperation, and discipline. While pupils generally exhibited positive behavioral patterns, self-regulation remained an area requiring further improvement. Statistical analysis revealed a significant positive relationship between effective classroom management and desirable pupil behavior. Nevertheless, challenges such as large class sizes, limited instructional resources, and inadequate parental support affected the effective implementation of classroom management practices.
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