Enhancing Classroom Management through Project TEACHER (Transforming

Education through Accentuating Classroom Harmony and Encouraging

Relationship)

I. Context and Rationale

The focus of this action research centers around the urgent need to tackle the

challenges in managing classrooms for Grade 1 and Grade 6 students at Kirahon

Elementary School. The identified problem arises from observed disruptions, lack of

student engagement, and conflicts between teachers and students, all of which have

a negative impact on the overall learning environment. Effective classroom

management is crucial for successful teaching and learning, and it is essential to

address these challenges in order to create a conducive atmosphere for academic

and socio-emotional development (Burden 2020).

Upon examining the current situation, previous studies highlight the crucial

role of positive teacher-student relationships and a harmonious classroom

environment in achieving effective classroom management. Theories in educational

psychology emphasize the influence of the learning environment on student

behavior and academic performance. Regional and national policies also emphasize

the importance of fostering positive school climates that support students' holistic

development (Luo et al., 2022). While various strategies have been proposed and

implemented, a comprehensive approach, such as Project TEACHER, remains

relatively unexplored in the specific context of Kirahon Elementary School.

 This action research is based on the belief that Project TEACHER, with its

focus on transforming education by promoting classroom harmony and nurturing

relationships, has the potential to significantly improve classroom management. By

addressing not only behavioral aspects but also the socio-emotional well-being of

students, this initiative aligns with contemporary educational paradigms that

recognize the interconnectedness of academic and emotional dimensions in the

learning process (Nakagawa et al., 2020).

The objective of this study is to execute and evaluate the impact of Project

TEACHER on the management of classrooms in Grade 1 and Grade 6. Through the

utilization of action research, my intention is to explore how the principles and

practices of Project TEACHER can be effectively incorporated into daily teaching

routines. By doing so, the study aims to provide empirical evidence to the existing

body of knowledge on effective strategies for managing classrooms, particularly in

the context of elementary education.

The significance of this study lies in its potential to offer a comprehensive and

transformative solution to the identified challenges in classroom management. By

fostering positive relationships between teachers and students and promoting a

harmonious learning environment, Project TEACHER not only addresses immediate

concerns but also contributes to the long-term well-being and academic success of

students. The beneficiaries of this research encompass not only teachers and

students, but also parents, school administrators, and the wider educational

community. The insights gained from this study can inform future educational
practices, presenting a model for enhancing classroom management that is not only

effective but also sustainable and adaptable to diverse educational settings

(Kowalski et al., 2020).

This action research holds significance due to its direct relevance to the

observed challenges in classroom management, its alignment with contemporary

educational theories and policies, and its potential to offer a transformative solution

through the implementation of Project TEACHER. The study aims to provide

valuable insights to the educational community, fostering an environment that

nurtures both academic achievement and the holistic development of students.

II. Action Research Questions

The study will discuss the problems encountered in the class of the

researcher. Specifically, the following questions will be answered:

1. How does the implementation of Project TEACHER strategies impact

teacher-student relationships in the classroom?

2. To what extent does the implementation of Project TEACHER contribute to

reducing disruptive behavior and improving student self-regulation skills?

3. How does the implementation of Project TEACHER strategies affect student

engagement and motivation?

III. Proposed Innovation, Intervention, and Strategy

The selected innovation to tackle the identified challenges in classroom

management within Grade 1 and Grade 6 at Kirahon Elementary School is Project

TEACHER (Transforming Education through Accentuating Classroom Harmony and

Encouraging Relationship). This intervention is supported by a strong theoretical

framework derived from contemporary educational psychology, social and emotional

learning (SEL) theories, and existing research on effective classroom management

(Alarcon et al., 2021).

Project TEACHER draws upon SEL theories to promote the development of

students' social and emotional competencies. Aligned with the Collaborative for

Academic, Social, and Emotional Learning (CASEL) framework, the initiative

focuses on cultivating self-awareness, self-management, social awareness,

relationship skills, and responsible decision-making (Cheng et al., 2018). By

integrating these fundamental competencies, Project TEACHER aims to create a

learning environment that not only addresses behavioral issues but also fosters

positive relationships and emotional intelligence.

Furthermore, the intervention aligns with attachment theory, a foundational

concept in developmental psychology. According to attachment theory, secure

attachments between teachers and students are essential for promoting emotional

well-being and academic success (Nelsen et al., 2017). Project TEACHER places

significant emphasis on establishing meaningful teacher-student relationships,

aiming to create a secure base that enables students to confidently explore and

engage in both academic and social aspects of their learning environment.

Project TEACHER is an innovative approach to classroom management that

incorporates principles from positive psychology. This approach emphasizes the

identification and development of individual strengths to enhance overall well-being,

aligning with the strengths-based education concept of positive psychology. By

prioritizing positive teacher-student relationships and creating an environment that

highlights strengths, Project TEACHER goes beyond conventional behavior

management strategies to create a transformative educational experience.

However, the rationale for selecting Project TEACHER goes beyond its

positive psychology foundations. This intervention takes a comprehensive and

holistic approach to classroom management, recognizing the interconnectedness of

behavioral and socio-emotional dimensions in the learning process. The theoretical

foundations of Project TEACHER draw from social and emotional learning (SEL),

attachment theory, and positive psychology, aligning with current educational

paradigms that prioritize holistic student development.

SEL theories emphasize the importance of emotional intelligence and

interpersonal skills for academic success, while attachment theory highlights secure

relationships as fundamental to positive learning outcomes. The positive psychology

perspective further reinforces the significance of creating an environment that

promotes positivity and leverages individual strengths.

Project TEACHER was chosen as the intervention of choice due to its strong

theoretical foundations, alignment with current educational paradigms, and potential

to offer a transformative educational experience. By integrating these theoretical

perspectives, Project TEACHER aims to address the identified challenges in

classroom management and promote the overall well-being of Grade 1 and Grade 6

students at Kirahon Elementary School.

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

The participants for the action research on implementing Project TEACHER

for enhancing classroom management at Kirahon Elementary School will be

purposefully sampled from Grade 1 and Grade 6 classes. This intentional selection

ensures a focused examination of the intervention's impact on the identified

challenges in different developmental stages of elementary education. The benefits

of this approach include a nuanced understanding of age-specific dynamics and

tailored insights into the applicability of Project TEACHER. However, potential

biases and limitations in generalizability should be acknowledged. The practicality of

purposeful sampling aligns with the constraints of time and resources associated

with action research in educational settings, facilitating an efficient and relevant

exploration of the intervention's effects on classroom management in the selected

grades.

b. Data Gathering Methods

In order to examine the effects of Project TEACHER strategies on teacher-

student relationships, disruptive behavior reduction, and student self-regulation

skills, a combination of qualitative and quantitative data collection methods will be

utilized. Trained researchers will conduct structured observations to qualitatively

evaluate the dynamics of teacher-student interactions in the classroom, using a

predefined checklist based on indicators of positive relationships, communication

patterns, and overall classroom harmony. Simultaneously, surveys and interviews

will be conducted with both teachers and students to gather qualitative insights into

their perceptions of the changes in relationships resulting from Project TEACHER

strategies. This mixed-methods approach will provide a comprehensive

understanding of the nuanced and subjective aspects of teacher-student

relationships.

To measure the frequency and nature of disruptive behaviors before and after

the implementation of Project TEACHER, behavior tracking records will be

maintained quantitatively through systematic observations and teacher reports.

Additionally, pre- and post-intervention assessments will be administered to evaluate

student self-regulation skills, using standardized tools and teacher evaluations to

provide quantitative indicators of changes in student self-regulation.

c. Data Analysis Plan

The research will employ a mixed-methods approach for data analysis,

incorporating both qualitative and quantitative techniques to thoroughly investigate

various aspects of the research questions. The qualitative data, obtained from

surveys, interviews, and structured observations, will undergo thematic analysis to

identify recurring themes and patterns in teacher-student relationships, disruptive

behaviors, and student self-regulation. To complement the qualitative findings,

quantitative data will be utilized, including behavior tracking records and pre- and

post-intervention assessments.
 The quantitative data analysis will involve the use of descriptive statistics to

examine the frequency and nature of disruptive behaviors before and after the

implementation of Project TEACHER. This statistical approach will provide a clear

numerical representation of any changes in behavior patterns. Furthermore,

statistical tests such as t-tests or ANOVA will be employed to determine the

statistical significance of observed differences in student self-regulation skills

between the pre- and post-intervention phases. By employing this mixed-methods

analysis, a comprehensive exploration of the impact of Project TEACHER on

teacher-student relationships, disruptive behavior, and student self-regulation can be

achieved, allowing for a more nuanced understanding of the research outcomes.

V. Action Research Workplan and Timelines

Milestone Activities Duration

Project Initiation and Conduct project kick-off meeting, introducing Months 1-

Planning the research team and setting project goals. 2
Review related literature on classroom
management, teacher-student relationships,
and SEL.
Develop observation checklists, survey
instruments, and interview guides.
Establish ethical approval and participant
consent processes.
Pre-Intervention Data Train research assistants for structured Months 2-
Collection observations. 3
Administer pre-intervention surveys and
interviews to teachers and students.
Begin behavior tracking to establish a
 baseline for disruptive behaviors.
Pre-test student self-regulation skills using
standardized assessments.
Project TEACHER Conduct teacher workshops on Project Months 2-
Implementation TEACHER strategies. 3
Initiate mentorship programs and SEL
curricula integration.
Monitor and support the implementation of
Project TEACHER strategies in classrooms.
Mid-Intervention Data Continue structured observations to capture Months 4-
Collection ongoing dynamics. 5
Administer mid-intervention surveys and
interviews for interim feedback.
Track behavior patterns and assess any
changes in disruptive behaviors.
Conduct formative assessments of student
self-regulation skills.
Post-Intervention Conclude Project TEACHER implementation. Months 6-
Data Collection Finalize structured observations, surveys, and 8
interviews.
Complete behavior tracking for post-
intervention analysis.
Administer post-intervention assessments of
student self-regulation.
Data Analysis and Begin qualitative data analysis using thematic Months 6-
Report Writing coding. 8
Conduct quantitative data analysis using
descriptive statistics and statistical tests.
Integrate qualitative and quantitative findings
for a comprehensive interpretation.
Draft the research report, including
methodology, findings, and
recommendations.
Finalizing and Review and refine the research report based Months 8-
Submission on feedback. 10
Create visual aids such as Gantt charts to
illustrate the research timeline.
Finalize the submission, ensuring all ethical
 and academic requirements are met.
Submit the completed research report.

VI. Cost Estimates

Expense Category Cost

Estimate

Surveys and Interview Administration (Printing, 3,000 pesos

Admin Tools)

Materials for Social and Emotional Learning (SEL) 500 pesos

Curricula

Assessment Tools for Student Self-Regulation 500 pesos

Total Estimated Cost 4,000 pesos

VII. Plan for Dissemination and Utilization

The proposed Project TEACHER Action Research will disseminate its

outcomes through a multifaceted approach that ensures accessibility and relevance

for various stakeholders within the education community. The research findings will

be compiled into a comprehensive report that includes detailed insights from both

qualitative and quantitative analyses. This report will be made available in electronic

and print formats and shared with the school administration, teachers, and relevant

educational authorities.

To reach a wider education community, the research team will pursue

academic publications in peer-reviewed journals. This scholarly dissemination aims

to contribute to the broader body of knowledge on effective classroom management

and the impact of social and emotional learning interventions. Presentations at

educational conferences and workshops will provide opportunities to engage with

educators, researchers, and policymakers, fostering discussions around the practical

implementation of Project TEACHER strategies.

In addition, targeted dissemination efforts will be undertaken to reach specific

groups of stakeholders. Workshops and seminars will be organized for teachers to

share practical insights and strategies derived from the research. Parent-teacher

meetings and informational sessions will be conducted to involve parents in

understanding and supporting the initiatives introduced by Project TEACHER.

Furthermore, student assemblies and interactive sessions will be organized to

directly engage students in the research findings, fostering a sense of ownership

and understanding of their role in creating a positive classroom environment.

The primary objective of the dissemination and utilization plan for Project

TEACHER Action Research is to ensure that the research outcomes are widely

accessible and applicable to various stakeholders. This will be achieved through the

development of practical guides and toolkits that summarize the key findings and

provide actionable recommendations. These resources will be made available to

schools, education departments, and relevant organizations, offering valuable

insights for the implementation of similar initiatives.

To reach a broader audience, social media platforms and educational forums

will be leveraged to establish an online presence. This will facilitate continuous

dialogue and knowledge-sharing within the education community. By utilizing these

platforms, the project aims to create an interactive space where stakeholders can

engage in discussions, exchange ideas, and learn from one another.

In addition to online dissemination, the research outcomes will also be shared

through reports, academic publications, workshops, and targeted engagement

efforts. This multi-faceted approach ensures that the findings are disseminated

through various channels and formats, catering to the diverse needs and

preferences of different stakeholders.

Ultimately, the dissemination and utilization plan for Project TEACHER Action

Research aims to contribute to the ongoing dialogue on effective classroom

management. By enriching the practices of teachers, students, parents, and

educational policymakers, the research outcomes have the potential to make a

significant impact on the education community.

VIII. References

Alarcón, J. D., & Bettez, S. C. (2021). Critical Community Building in Teacher

Education: Rethinking Classroom Management. School Community Journal,

31(2), 267-291.

Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning

community. John Wiley & Sons.

Cheng, Y. H., & Chen, Y. C. (2018). Enhancing classroom management through

parental involvement by using social networking apps. South African Journal

of Education, 38(Supplement 2), s1-s14.

Kowalski, M. J., & Froiland, J. M. (2020). Parent perceptions of elementary

classroom management systems and their children’s motivational and

emotional responses. Social Psychology of Education, 23(2), 433-448.

Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2022). Promoting student engagement

in online learning through harmonious classroom environment. The Asia-

Pacific Education Researcher, 31(5), 541-551.

Nakagawa, H., Wright, D., & Nakagawa, H. (2020). The Promotion of Positive

Classroom Management in ELL Classrooms. Harmony in Diversity: ELT in

Transcultural Society, 236.

Nelsen, J., & Gfroerer, K. (2017). Positive discipline tools for teachers: Effective

classroom management for social, emotional, and academic success.

Harmony.
Research Question 1: How does the implementation of Project TEACHER
strategies impact teacher-student relationships in the classroom?
Questionnaire:
1. How would you rate the quality of your relationship with your students before
the implementation of Project TEACHER?
 Poor
 Fair
 Good
 Excellent
2. What specific Project TEACHER strategies have you implemented to
enhance teacher-student relationships? (Please select all that apply)
 Regular communication with students
 Providing individualized attention to students
 Fostering a supportive classroom environment
 Other (please specify): _______
3. Have you observed any changes in your relationship with students after
implementing Project TEACHER strategies?
 Yes
 No
4. If yes, please describe the observed changes in your relationship with
students after implementing Project TEACHER strategies.
5. How have the Project TEACHER strategies influenced your interactions with
students? (Please select all that apply)
 Increased trust and respect
 Improved communication and understanding
 Enhanced student engagement and participation
 Other (please specify): _______
 6. How do you perceive the impact of improved teacher-student relationships on
classroom management and student learning outcomes? (Please select one)
 Very positive
 Somewhat positive
 No significant impact
 Negative impact
Research Question 2: To what extent does the implementation of Project
TEACHER contribute to reducing disruptive behavior and improving student
self-regulation skills?
Questionnaire:
1. How would you rate the level of disruptive behavior in your classroom before
the implementation of Project TEACHER?
 Very high
 High
 Moderate
 Low
 Very low
2. What specific Project TEACHER strategies have you implemented to reduce
disruptive behavior and promote student self-regulation? (Please select all
that apply)
 Clear expectations and rules
 Consistent consequences for behavior
 Positive reinforcement for desired behavior
 Other (please specify): _______
3. Have you observed any changes in the level of disruptive behavior in your
classroom after implementing Project TEACHER strategies?
 Yes
 No
4. If yes, please describe the observed changes in the level of disruptive
behavior after implementing Project TEACHER strategies.
 5. How have the Project TEACHER strategies influenced student self-regulation
skills? (Please select all that apply)
 Increased self-control and self-discipline
 Improved ability to manage emotions and impulses
 Enhanced problem-solving and decision-making skills
 Other (please specify): _______
6. How do you perceive the impact of reduced disruptive behavior and improved
student self-regulation on classroom management and student learning
outcomes? (Please select one)
 Very positive
 Somewhat positive
 No significant impact
 Negative impact
Research Question 3: How does the implementation of Project TEACHER
strategies affect student engagement and motivation?
Questionnaire:
1. How would you rate the level of student engagement in your classroom
before the implementation of Project TEACHER?
 Very low
 Low
 Moderate
 High
 Very high
2. What specific Project TEACHER strategies have you implemented to
enhance student engagement and motivation? (Please select all that apply)
 Differentiated instruction
 Project-based learning activities
 Collaborative group work
 Other (please specify): _______
3. Have you observed any changes in student engagement and motivation after
implementing Project TEACHER strategies?
 Yes
 No
4. If yes, please describe the observed changes in student engagement and
motivation after implementing Project TEACHER strategies.
5. How have the Project TEACHER strategies influenced student attitudes
towards learning? (Please select all that apply)
 Increased interest and enthusiasm
 Improved participation and involvement in class activities