An Empirical Mixed-Methods Analysis of Teacher Perceptions Regarding Classroom Management Strategies for Teenage Pregnancy Prevention

Abstract

The current research explores the impact of classroom management techniques on improving teachers' readiness to counteract the identified risk factors concerning teen pregnancies at secondary schools. The purpose of the research is to analyze whether structured and iterative classroom management can enhance teacher readiness, classroom atmosphere, and preventive behavioral results. The research design selected for the study is a convergent mixed-methods design involving Co-operative Inquiry across four iterative cycles and 5 experienced teachers. The collection of the data involved reflective journals, group discussions, and structured Likert scale questionnaires. Quantitative data analysis was carried out using SPSS 29, namely, the Shapiro–Wilk normality test, the Friedman test, the Wilcoxon signed-rank test, and Spearman correlation analysis. The qualitative data analysis was done using thematic analysis. Reliability was tested using Cronbach’s alpha (0.89). Significant results were obtained across all dimensions. The mean values increased from Cycle 1 to Cycle 4: effectiveness (3.42 to 4.61), practicality (3.51 to 4.56), inclusiveness (3.36 to 4.53), and sustainability (3.40 to 4.58). Significant differences were found among the cycles through the use of Friedman tests (p = 0.005–0.010). Significant differences were also noted between the initial and the last cycle of observations by means of the Wilcoxon signed-rank test (p ≈ 0.040–0.043; r ≈ 0.63–0.65). There was a very significant positive relationship between classroom management effectiveness and teacher confidence (ρ = 0.88, p = 0.019). The conclusion of this study is that an iterative and collaborative process of classroom management can greatly improve teachers' readiness and, thus, create a preventative classroom environment addressing adolescent risky behaviors. These results show a framework for the reflection and professional development of teachers within adolescent health programs' implementation frameworks.