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Multi-Disciplinary Approach and Classroom Management as Determinants of Career Preparedness Among Pre-service Teachers in Davao City, Philippines.

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Title: Multi-Disciplinary Approach and Classroom Management as Determinants of Career Preparedness Among Pre-service Teachers in Davao City, Philippines.
Authors: Pagsac, Janeth A.1, Ortega, Janry M.1, Caloc, Louie Jay R.1
Source: Psychology & Education: A Multidisciplinary Journal. 2025, Vol. 49 Issue 6, p826-835. 10p.
Subject Terms: *Classroom management, *Career development, *Teacher education, *Student teachers, Multidisciplinary practices, Quantitative research
Geographic Terms: Philippines, Davao City (Philippines)
Abstract: The primary purpose of this study was to examine the influence of a multi-disciplinary approach and classroom management on the career preparedness of pre-service teachers in Davao City, Philippines. Findings affirm that both a multi-disciplinary approach and effective classroom management significantly predict career preparedness. The study employed a quantitative research design using the descriptive-correlational method. A simple random sampling technique was utilized to select respondents, and data were gathered through survey questionnaires. Statistical tools, including the mean and standard deviation, Pearson's correlation coefficient (r), and regression analysis, were applied to address the research objectives. Results revealed that the levels of multi-disciplinary approach, classroom management, and career preparedness among pre-service teachers were rated very high. Moreover, a significant relationship exists among the variables, with 64.8% of the variance in career preparedness explained by the multidisciplinary approach and classroom management. These findings underscore the importance of integrating diverse disciplinary strategies and effective classroom management practices in teacher education programs to better equip pre-service teachers for their future professional roles. [ABSTRACT FROM AUTHOR]
Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multidisciplinary+practices%22">Multidisciplinary practices</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink><br /><searchLink fieldCode="DE" term="%22Davao+City+%28Philippines%29%22">Davao City (Philippines)</searchLink>
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  Data: The primary purpose of this study was to examine the influence of a multi-disciplinary approach and classroom management on the career preparedness of pre-service teachers in Davao City, Philippines. Findings affirm that both a multi-disciplinary approach and effective classroom management significantly predict career preparedness. The study employed a quantitative research design using the descriptive-correlational method. A simple random sampling technique was utilized to select respondents, and data were gathered through survey questionnaires. Statistical tools, including the mean and standard deviation, Pearson's correlation coefficient (r), and regression analysis, were applied to address the research objectives. Results revealed that the levels of multi-disciplinary approach, classroom management, and career preparedness among pre-service teachers were rated very high. Moreover, a significant relationship exists among the variables, with 64.8% of the variance in career preparedness explained by the multidisciplinary approach and classroom management. These findings underscore the importance of integrating diverse disciplinary strategies and effective classroom management practices in teacher education programs to better equip pre-service teachers for their future professional roles. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189742892
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              Text: 2025
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