This study analyzes the classroom ecology practices of graduate students enrolled in Master of Arts in Education programs across different specializations during the Summer of 2025 in Northern Negros. Using a descriptive-comparative research design, it examines practices related to routines and procedures, expectations and rules, proximity and movement, instruction and feedback, addressing misbehavior, engagement and pacing, and overall classroom ecology. Results show a generally high level of classroom ecology practices across all domains and groups, with Technology and Livelihood Education (MAT TLE) students rating routines and procedures significantly higher than other programs. No significant differences were found between private and public schools or between rural and urban settings. The findings highlight the influence of program-specific demands on classroom management styles and support the effective preparation of graduate students to create positive, structured, and engaging learning environments. The study recommends strengthening program-specific training and further research on long-term and integrative effects of classroom ecology.

Keywords: Classroom Ecology, Graduate Students, Classroom Management, Routines and Procedures, Engagement, Instructional Feedback, Misbehavior, Education Programs, Comparative Study, Northern Negros.

Views (19)