📄 Abstract
Classroom management challenges in inclusive junior high school settings remain a persistent concern. This study aimed to determine the significance of teachers’ attitudes toward inclusive education and perceived administrative support in predicting classroom management effectiveness among 127 teachers using a quantitative correlational design. Findings revealed that both attitudes and administrative support were significantly correlated with classroom management effectiveness, yet only attitudes significantly influenced the outcome (p = 0.000), while administrative support showed no direct effect (p = 0.103). Hence, although the model demonstrated a good fit, only the personal factor aligned with Social Cognitive Theory, suggesting the need for further research to examine additional variables that may strengthen the predictive framework for effective inclusive classroom management.
🏷️ Keywords
📚 How to Cite:
Hanie Jean I. Esgana, Christhoffer P. Lelis , CLASSROOM MANAGEMENT EFFECTIVENESS IN PUBLIC JUNIOR HIGH SCHOOLS: THE PREDICTIVE ROLE OF TEACHER ATTITUDES TOWARD INCLUSIVE EDUCATION AND PERCEIVED ADMINISTRATIVE SUPPORT , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 443 - 450 ,