The Curricular Role Identity and Classroom Management Belief of Public High School Science Teacher of Cateel and Boston, Davao Oriental

Abstract

This study utilized a quantitative descriptive correlational approach to examine the relationship between curricular role identity and classroom management beliefs among public high school teachers in Cateel and Boston, Davao Oriental. A total of 23 respondents participated, categorized by gender and teaching experience (novice and experienced teachers). Data collection was conducted to test hypotheses and address research questions regarding the study’s subject. The study employed universal sampling and utilized two survey instruments. The research was based on a null hypothesis with a significance level of 0.05. Findings revealed that both curricular role identity and classroom management beliefs among respondents were at a very high level. Additionally, no significant differences were observed in these variables when analyzed based on gender or teaching experience. Ultimately, the study concluded that there was no significant relationship between curricular role identity and classroom management beliefs.