Teachers` Views And Perceived Effects On Deped Policy On Classroom Decoration
Erica Jane A. Casul, Daniela S. Amistoso, Clareza M. Digamo, Kyla L. Dungog, Jerry John Y. Estorba, Marjorie Y. Gamboa, Maria Fatima G. Teofilo
Student Research · 2025
Bachelor of Elementary Education
Organizing a classroom to enhance its overall impact on students' education and make sure it is both efficient and conducive to learning is known as classroom decoration. The purpose of this study was to investigate teachers' viewpoints and perceived effects in response to the DepEd policy regarding classroom decoration. This research used a descriptive survey to examine teachers' age, sex, experience, and grade level, as well as their perceptions and perceived impacts of a policy on the teaching-learning process and workload in order to learn about its effect on classroom learning and student participation. Cordova public elementary school teachers agreed that removing classroom decorations would be beneficial for education and workload management, citing reduced student distractions from unnecessary visuals, potentially leading to greater job satisfaction. They thought excessive visuals could distract students and hinder their focus on lessons. Based on the study's findings, classroom dynamics and teaching practices are impacted by teachers' agreement with the modifications to the decoration policies. In order to effectively implement the DepEd classroom decoration policy and improve productive learning environments, DepEd needs to set aside funds, train instructors, and offer the necessary resources and guidelines. Future research will confirm the influence on teaching efficiency and learning for students.
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