Influence of Principal Neglect and Teacher Professional Development on the Classroom Management in Early Childhood Education
Queenie L. Laniba
*
Graduate School, Holy Cross of Davao College, Davao, Philippines.
Roselyn M. Ricaforte
Graduate School, Holy Cross of Davao College, Davao, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Ineffective early childhood classroom management remains a concern in public schools in Tagum City, Davao del Norte, Philippines, during the 2025–2026 school year. This study examined the influence of principal neglect and teacher professional development on classroom management using a diagnostic research design. A total population of 198 teachers was identified, of which 180 participated, resulting in a 91% response rate. Data were collected through a survey questionnaire and analyzed using multiple linear regression, with classroom management as the dependent variable. Results revealed that while principal neglect and teacher professional development jointly influence classroom management, only teacher professional development significantly predicts classroom management outcomes. The model explains 44% of the variance in classroom management (R² = 0.44), indicating that other factors may also contribute to the outcome. These findings partially support Herzberg’s Two-Factor Theory in the educational context. It is recommended that future research explore additional variables and consider qualitative approaches, while schools are encouraged to strengthen teacher professional development through training, resources, and scholarship opportunities.
Keywords: Principal neglect, teacher professional development, classroom management, early childhood education teachers, Herzberg's Two-Factor theory