Communication styles, cultural diversity practices and classroom management techniques of millennial teachers

This study focused on the communication styles, cultural diversity practices, and classroom management techniques of millennial teachers, examining their frequency of use and possible interrelationships. Specifically, it investigated how these were employed by millennial English teachers in selected secondary schools in the First District of Capiz and the Division of Roxas City. From a total population of 462, 210 millennial English teachers voluntarily responded to a researcher-made survey questionnaire. Using a descriptive-correlational research design, the study aimed to assess the extent to which these variables were practiced and explore any potential correlations. Mean was used to determine the frequency of use, while Pearson r tested for relationships among the variables. Findings revealed that assertive communication was the most commonly used style, though overall usage of communication styles was moderate. Respondents also demonstrated active integration of cultural diversity practices in their teaching. For classroom management, the authoritative style emerged as the most preferred. Despite these patterns, statistical analysis showed no significant correlation among the variables. This suggests that these aspects operate independently within the pedagogical approaches of millennial English teachers and are not necessarily predictive of one another.