CLASSROOM ORGANIZATIONAL APPROACHES FOR ONLINE INSTRUCTION IN PUBLIC ELEMENTARY SCHOOLS SETTING

This study aimed to examine the significant relationship between classroom organizational approaches and online instruction among public elementary school teachers. Employing a descriptive-correlational research design, data were collected from 133 teachers using adapted standardized questionnaires. Statistical tools such as mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression were utilized to analyze the data. Results showed that both classroom organizational approaches and online instruction were rated at a high level. Correlation analysis revealed a very strong and statistically significant positive relationship between the two variables. Furthermore, regression analysis indicated that all domains of classroom organizational approaches—resolving discipline problems, correcting irresponsible behavior, verbal reprimand, and delays, significantly influenced online instruction, with verbal reprimand showing the strongest contribution. Based on these findings, it is recommended that school administrators support initiatives that strengthen teachers’ classroom management capabilities to enhance their effectiveness in both traditional and online instructional settings. Keywords: Classroom Organizational Approaches, Online Instruction, Public Elementary School Teachers, Descriptive-Correlation, Education