Author ORCID Identifier
0009-0006-3278-469X
Abstract
Higher education classroom management is now recognized as an essential policy and pedagogical issue, especially in the Philippines, where local universities serve the diverse needs of Generation Z students. Participatory Action Research with 50 faculty members from a local university supports this study in developing a faculty-driven classroom management framework. Guided by Bandura's social learning theory, this framework emphasizes student involvement, restorative discipline, inclusion, digital integration, teacher leadership and institutional support. It draws on learning theory, Vygotsky's sociocultural theory, Deci and Ryan's self-determination theory, and Bronfenbrenner's ecological systems theory, among others. Results indicate that systems combining faculty creativity with consistent institutional rules lead to more effective classroom management than those based solely on compliance. By offering a locally grounded, evidence-based model that is adaptable for other local universities in the Philippines and around the world, the framework provides both theoretical and practical value. To promote student success, equality and resilience in higher education, along with addressing policy and cultural needs, classroom management must be prioritized.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Babia, Jestoni Pueblos
(2026)
"Contextualized Classroom Management for Local Philippine Higher Education: A Faculty-Driven Framework,"
Irish Journal of Academic Practice:
Vol. 14:
Iss.
1, Article 10.
Available at:
https://arrow.tudublin.ie/ijap/vol14/iss1/10