CULTURAL SENSITIVITY AND TEACHERS’ CLASSROOM MANAGEMENT

College of Teacher Education

BUENAVISTA COMMUNITY COLLEGE
Cangawa, Buenavista, Bohol

KENIE B. ABABON
CHRISTJHAN R. CASINILLO
IRENE JANE C. DELA TORRE
JENIPHER B. BIOCO
JACKELYN S. TABAT

March 2025
CULTURAL SENSITIVITY AND TEACHERS, CLASSROOM MANAGEMENT

A Thesis Presented to the Faculty

of the College of Teacher Education
BUENAVISTA COMMUNITY COLLEGE
Cangawa, Buenavista, Bohol

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Elementary Education

KENIE B. ABABON
CHRIST R. CASINILLO
IRENE JANE C. DELA TORRE
JENIPHER B. BIOCO
JACKELYN S. TABAT

MARCH 2025
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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

In contemporary education, classrooms are increasingly becoming microcosms of

cultural diversity, reflecting the broader realities of global interconnectedness. School

communities frequently represent this diversity, which shapes the everyday interactions

between teachers and learners (Killen & Rutland, 2022). Teachers are therefore

challenged not only to deliver content but also to navigate the complexities of cultural

differences that influence student learning and behavior. Classroom management,

traditionally defined by strategies for maintaining order and facilitating learning, is

deeply influenced by how teachers recognize, respect, and respond to these cultural

dynamics. By applying cultural sensitivity, teachers can foster inclusive environments

that strengthen student engagement and minimize conflict.

The relevance of this study lies in its capacity to situate classroom management

within the framework of cultural sensitivity. While extensive research exists on

classroom management techniques, far fewer studies emphasize cultural competence as a

fundamental factor in their effectiveness. For instance, culturally sensitive teachers are

more successful at building positive relationships and applying appropriate management

strategies compared to those who lack cultural awareness (Elbashir, 2024). Conversely,

cultural insensitivity has been shown to cause prejudice and adverse effects on learners’

identities, particularly among overseas students (Kuo & Co., 2020). This underscores a

gap in the literature where cultural dimensions of classroom management remain

underexplored, especially in settings where students represent diverse social and cultural

backgrounds.
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Addressing this gap contributes to knowledge advancement by highlighting the

importance of cultural awareness as an integral aspect of classroom management, not a

peripheral one. This perspective not only broadens academic discourse but also has direct

implications for teacher training, curriculum design, and school policy. Moreover, it

aligns with the United Nations Sustainable Development Goal (SDG) 4, which advocates

for inclusive and equitable quality education. By framing cultural sensitivity as a core

component of effective classroom practice, the study underscores its role in advancing

equity, mutual respect, and social cohesion in education systems.

Given these considerations, the present study specifically seeks to determine the

influence of cultural sensitivity on teachers’ classroom management at Totolan

Elementary School during the School Year 2024–2025. By focusing on this context, the

study not only addresses the identified research gap but also provides empirical evidence

that can inform local educational practices and contribute to the broader discourse on

inclusive and culturally responsive teaching.

Literature Background

In today’s educational settings, classrooms mirror the increasing cultural diversity

of society, making cultural sensitivity a vital component of effective teaching and

classroom management. Cultural sensitivity equips teachers with the ability to

acknowledge, respect, and respond appropriately to students’ diverse cultural

backgrounds, which in turn fosters inclusivity, positive behavior, and equitable learning

opportunities. At the same time, classroom management remains a persistent challenge,

requiring strategies that maintain order while respecting the individuality of learners.

Without cultural awareness, teachers risk misunderstandings, prejudice, and ineffective

practices that may hinder student growth and engagement.

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Bennett’s Developmental Model of Intercultural Sensitivity (1986) provides a

framework for understanding how individuals perceive, experience, and respond to

cultural differences. Similarly, Diversity Pedagogy Theory (DPT) by Sheets (2009) is a

set of principles that point out the natural and inseparable connection between culture and

cognition. These theories emphasize that recognizing cultural diversity is not only about

acknowledging differences but also about linking them to how students process

knowledge. Consequently, cultural sensitivity and learning are deeply interconnected,

which underscores its relevance to classroom management in culturally diverse settings.

Furthermore, the Gordon Model of Classroom Management (1960) highlights

communication and cooperation in the classroom, while Kounin’s Classroom

Management Theory (1970) emphasizes the importance of instructional management in

reducing disruptions. Both models stress that positive relationships and proactive

planning are vital to maintaining order in classrooms. Therefore, when combined with

cultural sensitivity, these approaches help teachers establish discipline in ways that are

both equitable and respectful. Additionally, they demonstrate that classroom management

strategies must adapt to the diversity and needs of students to be effective.

Moreover, Villaver (2024) introduced the Adaptive Cross-Cultural Pedagogy

Theory, which highlights how adapting teaching strategies, instructional materials, and

management practices supports cross-cultural understanding and effective classroom

leadership. This model highlights the practical dimension of cultural sensitivity by

demonstrating how teachers can adjust their approaches to meet diverse student needs.

By doing so, it illustrates that management and pedagogy are not static but should evolve

with cultural contexts. Consequently, such adaptability enables teachers to create more

inclusive and cooperative learning environments.

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In the Philippines, Department of Education Order No. 40, s. 2012, known as the

Policy Guidelines on the Protection of Children in School, emphasizes the creation of

inclusive and respectful environments. In addition, Republic Act No. 8371 (1997), or the

Indigenous Peoples’ Rights Act, requires schools to integrate respect for Indigenous

Cultural Communities/Indigenous Peoples (ICCs/IPs) into teaching and classroom

management practices. Both frameworks provide a legal foundation that compels

teachers to practice cultural sensitivity. Hence, inclusivity in classrooms is not only a

professional duty but also a legal and moral obligation.

Similarly, Senate Bill No. 2423, also known as the Classroom Management

Support and Protection for Teachers Act, institutionalizes support mechanisms for

educators in handling discipline and classroom dynamics. This measure reflects the

government’s recognition of the challenges teachers face in managing culturally diverse

classrooms. By embedding protections and guidelines, the law supports the professional

autonomy of teachers. Therefore, legal frameworks and professional practice are closely

intertwined in promoting effective, culturally sensitive classroom management.

According to Cortez et al. (2020), as teachers deal with more culturally diverse

classes, it is necessary to assess and research the aspects that influence how they manage

their classrooms, including cultural sensitivity. Likewise, Eden et al. (2024) note that

cultural sensitivity refers to the process by which educators deepen their understanding of

diverse cultural norms, values, and practices, which shapes classroom management

strategies. These perspectives highlight that cultural awareness is essential in managing

modern classrooms. Therefore, teachers who lack this competence may struggle to

maintain order and student engagement.

In addition, Fiveable (2025) defines cultural sensitivity as the awareness and

understanding
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understanding of differences in cultural practices, beliefs, and values between groups,

noting that it helps teachers reduce cultural misunderstanding and bias. Similarly,

Alsharu et al. (2025) stress that cultural awareness entails having a thorough

understanding of customs, values, and rituals while remaining open to other cultures,

making it a crucial competency for teachers. Consequently, teachers must actively

cultivate cultural awareness, not only to comply with guidelines but also to create

meaningful learning experiences. This reinforces the idea that classroom management is

strengthened when educators show cultural respect.

Yeh et al. (2022) state that teachers apply cultural sensitivity by acknowledging

and valuing the diverse cultural backgrounds of their students. In addition, Baron and

Cruz (2023) emphasize the importance of creating inclusive classrooms through changes

in teaching strategies and curriculum content. These studies demonstrate that cultural

sensitivity is not just theoretical but is reflected in everyday practices. Therefore, teachers

who take such steps build trust and inclusivity, which are central to effective classroom

management.

Kellum and Olson (2023) note that classroom design, lighting, and technology

contribute to conducive learning environments. Likewise, Wang and Zang (2020) argue

that in transnational education settings, adapting strategies to meet diverse learner needs

fosters inclusivity and positive classroom climates. Consequently, classroom

management extends beyond discipline, encompassing the physical and relational aspects

of learning spaces. Thus, culturally responsive design ensures that students feel

welcomed, safe, and respected in their learning environment.

Wolpert-Gawron et al. (2022) highlight that effective classroom management

requires sensitivity to students’ social-emotional needs, proactive responses to disruptions,

and
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and strategies that enhance motivation and participation. Therefore, cultural sensitivity

must be paired with emotional awareness to be truly effective. Teachers who are

responsive in this way can prevent conflict and sustain engagement, which in turn

supports long-term student achievement.

Baron (2023) found a significant, moderate, and positive relationship between

cultural sensitivity and teacher effectiveness. Similarly, Magsanay et al. (2024) reported

that students demonstrated high levels of both cultural values and intercultural sensitivity.

These findings confirm that cultural awareness translates into measurable educational

outcomes. Consequently, teachers with cultural competence not only manage classrooms

better but also enhance student development and learning experiences.

Garcia and Pantao (2021) revealed that teachers with high cultural sensitivity also

developed positive classroom climates that fostered effective learning. In addition,

Elbashir (2024) concluded that knowing the cultures of students, their backgrounds,

home experiences, and prior schooling plays directly into the many options educators

have for managing classroom behavior. These insights stress that teachers must view

cultural knowledge as a resource rather than a challenge. Therefore, such awareness helps

create environments where discipline and respect coexist effectively.

Marzano et al. (2021) highlighted that effective classroom management involves

establishing clear standards, using consistent discipline, and fostering supportive

environments. Likewise, O’Leary et al. (2020) found that culturally sensitive teachers

adapt their methods to reflect student diversity. Both perspectives affirm that classroom

order and inclusivity are closely connected. Consequently, teachers who align discipline

with cultural understanding are more effective in sustaining engagement.

Elsevier (2023) showed that teacher candidates who engaged in activities

reflecting
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reflecting cultural diversity developed integrated, culturally responsive management

practices. Similarly, Abidin (2024) indicated that classroom management techniques such

as flexible seating, relevant learning media, and positive teacher-student interactions

increase student focus, despite challenges such as low awareness of responsibilities.

These studies suggest that practical strategies grounded in cultural awareness

significantly improve classroom outcomes. Therefore, continuous reflection and

innovation are essential for culturally responsive classroom management.

Ahmed (2024) emphasized that teacher professional development has a

significant influence on classroom management strategies, with effective programs

enhancing teachers’ ability to address diverse needs. Additionally, Edutopia (2023)

reported that students who feel safe, respected, and valued are more likely to participate

actively, fostering stronger engagement and collaboration in class. These findings

underscore the need for ongoing teacher training in cultural responsiveness.

Consequently, when paired with supportive environments, such training enhances both

teaching quality and student participation.

Taken together, the reviewed literature underscores that cultural sensitivity is a

multidimensional competency encompassing awareness, understanding, and adaptive

practices. Effective classroom management is multifaceted, involving not only procedural

and instructional strategies but also a teacher’s ability to recognize, respect, and respond

to diverse cultural influences. Teachers’ ability to integrate cultural understanding into

everyday practices strengthens relationships and supports inclusive learning

environments. Therefore, cultivating cultural sensitivity is fundamental for effective

classroom leadership and the holistic development of diverse learners.

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THEORIES: LEGAL BASES:

Developmental Model of Intercultural Department of Education

Sensitivity Order No. 42, s. 2016, Policy
Provide insights on how individuals Guidelines on the Protection of
perceive, experience, and respond to Children in School.
cultural differences.
(Bennette, 1986)
Section 31 of the Republic
The Diversity Pedagogy Theory Act No. 8371 in 1997, Act to
recognize, protect and promote the
Natural and inseparable connection rights of Indigenous Cultural
between culture and cognition. Communities/ Indigenous People.
(Sheets, 2009)

The Gordon Model of Classroom Section 4 of Senate Bill No.

Management, also known as the 2423, Classroom Management
Teacher Effectiveness Training Model Support and Protection for Teachers
Focuses on fostering communication, Act.
conflict resolution, and cooperation in the
classroom.
(Gordon, 1960)

Classroom Management Theory

Good classroom management depend on
effective lesson management.
Kounin, 1970

INPUT

1. The Profile of the Respondents

2. Participants’ experiences in teaching and dealing with students from different
cultures and backgrounds
3. Meaning and Significance Attribute to Cultural Sensitivity and Teachers'
Classroom Management

PROCESS
1. Pre-survey of Locale
2. Conducting an Interview
3. Narration of Data
4. Thematic Analysis and Interpretation of Data
5. Summary of Findings

OUTPUT
Basis for Recommendation

Figure 1. Research Flow

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THE PROBLEM

Statement of the Problem

This study aims to determine the influence of cultural sensitivity on teachers’

classroom management at Totolan Elementary School, School Year 2024-2025, as a basis

for an action plan.

Specifically, it was guided by the following questions:

1. How do teachers understand and define cultural sensitivity in the classroom?

2. How do teachers apply cultural sensitivity in their classroom management

3. What challenges do teachers encounter in promoting cultural sensitivity in a

diverse classroom setting?

4. What recommendations can be drawn based on the findings of the study?

Significance of the study

The researchers believe that the findings of this study would be useful and a great

help to the following individuals:

Learners. The learners benefit from culturally sensitive teaching practices as they

are more likely to feel understood, respected, and included. This sense of belonging can

enhance their engagement, motivation, and academic performance, while also reducing

misunderstandings and conflicts that may arise from cultural differences.

Teachers. The research provides valuable insights into how cultural sensitivity

can enhance classroom management strategies. By understanding and respecting the

cultural backgrounds of their students, teachers can foster a more inclusive and respectful

learning environment. This can lead to improved student behavior, stronger relationships,

and a more positive classroom climate.

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Parents. For parents, this means greater confidence that their children are being

treated with respect and given equal opportunities to learn and succeed, regardless of

their background. The study also empowers parents to advocate for culturally responsive

teaching practices in their children’s schools.

Guidance Counselors. The findings can assist guidance counselors in

understanding the role of cultural sensitivity in student behavior and communication. By

recognizing cultural influences, counselors can provide more personalized support,

mediate conflicts effectively, and contribute to a more harmonious school environment.

School Administrators. For school leaders and administrators, the study

emphasizes the importance of supporting professional development programs focused on

cultural competence. It can guide policy-making and training initiatives aimed at

fostering a more inclusive school culture and equitable discipline practices.

School Governing Council (SGC). For educational policymakers, this study

underscores the need to integrate cultural competence into teacher training programs and

school-wide behavior management policies. It highlights how culturally responsive

approaches can lead to fairer disciplinary practices and more equitable learning

experiences for all students.

Researchers. This study is valuable to student researchers as it offers insights

into the link between cultural competence and classroom management. It contributes to

understanding how sociocultural factors shape educational dynamics and supports future

research in teacher training, student engagement, and education policy.

Future Researchers. This research serves as a stepping stone for future studies

on culturally responsive pedagogy and classroom management. It opens new paths for
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investigating how different cultural values influence student-teacher interactions and how

schools can evolve to meet the needs of diverse populations more effectively.

Scope and Limitations of the Study

This study focuses on exploring the influence of cultural sensitivity on classroom

management among teachers at Totolan Elementary School during the School Year

2024–2025. It specifically examines the lived experiences of teachers in handling

culturally diverse students, the meanings they attribute to cultural sensitivity, and how it

impacts their classroom management practices. The study aims to generate insights that

will serve as the basis for an action plan to enhance cultural competence in educational

settings.

The scope is limited to selected teachers from Totolan Elementary School and

does not include students or administrators. Additionally, the study is qualitative in

nature, relying on interviews and narrative data, which may not be generalizable to other

schools or settings. The findings are based on the personal experiences and perceptions of

the participants and may be influenced by individual biases or contextual factors unique

to the school environment.

RESEARCH METHODOLOGY

Research Design

This study will employ a qualitative research design to explore how cultural

sensitivity influences teachers' classroom management practices. Tenny (2022) defines

that qualitative research is a type of research that explores and provides deeper insights

into real-world problems. The research will focus on understanding the lived experiences

and perceptions of teachers within culturally diverse classrooms. Guided by the Diversity
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Pedagogy Theory (DPT), which emphasizes the integration of students' cultural

backgrounds into teaching practices, the study aims to delve into the nuanced ways

cultural awareness shapes classroom management strategies.

The researchers will be using interviews to gather relevant and comprehensive

data on teachers' experiences in dealing with and managing diverse students. Interviews

are conducted with teachers who handled culturally diverse learners to gather firsthand

accounts of how cultural sensitivity influences teachers' classroom management. Overall,

this research design is highly suited for explaining the influence of cultural sensitivity on

teachers’ classroom management. It will give more valuable insights into the role of

cultural sensitivity in effective classroom management, informing teacher training

programs and educational policies aimed at fostering inclusive and responsive teaching

environments.

Environment and Participants

The study was conducted at Totolan Elementary School, a school in Dauis,

Panglao Island, Central Visayas situated nearby to the town hall, Totolan Barangay Hall,

as well as near The Church of Jesus Christ of Latter-day Saints. Totolan Elementary

School situated 14 minutes or 5.6 km from Tagbilan City.

Totolan Elementary School features mainstream classrooms that include

Indigenous People (IP) students. The participants in this research consist of 6 teachers

who have firsthand experiences dealing with students from diverse cultural and socio-

economic backgrounds. These respondents were selected using purposive sampling, were

researchers deliberately select participants based on their knowledge, relevance, and

expertise in dealing students with different cultural backgrounds, making them ideal
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candidates for determining the influence of cultural sensitivity on teachers’ classroom

management.

The participants in this qualitative study are teachers from the Dauis District I,

specifically those teaching at Totolan Elementary School and responsible for handling

diverse learners across Kinder to Grade 6 levels. Using criterion sampling, were

researchers choose these participants who have experience managing culturally diverse

classroom and who’s students have different backgrounds. The study will involve 6

teachers who represent a range of grade levels and have experience with diverse learners.

This targeted sampling approach ensures the inclusion of participants with relevant

knowledge and experiences to provide rich, in-depth insights. The final number of

participants will be determined by data saturation, which will be assessed when no new

themes or information emerge from the interviews.

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Figure 1. Vicinity Map

Instrument

To arrive at accurate findings and conclusions, interviews will be conducted. The

researchers will use audio recording to ensure the discussion is properly documented,

with the participants' permission. Transcription will be done afterward. Thematic analysis

will be used to identify patterns and themes in the data.

The study will use an interview guide with open-ended questions to gather

information from teachers on how sensitive and aware they are in managing a classroom,

taking into account the diversity of their students.

Procedure
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To proceed with the study, the researchers obtained a permission letter from the

Dean of the College of Teacher Education and the Director of the Research and

Development Center to conduct the study outside the campus. Then, the researchers

sought permission from the DepEd Division of Bohol Superintendent. Subsequently,

permission was sought from the Public School District Supervisor. The final letter was

sent to the principal of Dauis District I, Totolan Elementary School, to request permission

for the teachers to participate as respondents in the study.

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OPERATIONAL DEFINITION OF TERMS

This document will use the following terms and their corresponding definition as

spelled out below:

Ability diversity. Differences in students’ physical, mental, and learning abilities.

Classroom Management. It Is the process teachers use to ensure classroom

environments are structured, organized, and conducive to learning.

Cultural Sensitivity. It refers to the awareness, understanding, and respect of

cultural differences and similarities.

Diverse Demographics. It refers to the presence of a wide range of different

characteristics within a population.

Diverse Students. Learners who come from a variety of backgrounds,

experiences, and identities.

Ethnicity. Differences in students’ ethnic backgrounds.

Home language. Differences in students’ first language.

Inclusive Classroom Environment. It is a learning space where all students,

regardless of their abilities, backgrounds, or needs, are welcomed, supported, and given

equal opportunities to succeed.

Socio-economic background. Differences in students’ socio-economic status.

Special needs. Differences in students’ learning needs.

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Interview Guide Questions

Opening Questions

1. Can you tell me a little about yourself and your teaching background?

2. How long have you been teaching, and what types of students have you worked

with?

3. How would you describe the diversity of your classroom in terms of students’

backgrounds, languages, or cultures?

Part I. Teachers’ Understanding of Cultural Sensitivity

4. How do you personally define cultural sensitivity in the context of teaching?

5. Why do you think cultural sensitivity is important in the classroom?

Part II. Application of Cultural Sensitivity in Classroom Management

6. How do you apply cultural sensitivity when managing your classroom?

7. What strategies do you use to ensure that students from different cultural

backgrounds feel respected and included?

8. Can you describe a specific situation where you practiced cultural sensitivity in

handling classroom behavior or conflict?

Part III. Challenges in Promoting Cultural Sensitivity

9. What challenges do you face in applying cultural sensitivity in a diverse

classroom setting?

10. How do you address or overcome these challenges?

11. In your opinion, what support or training do teachers need to enhance cultural

sensitivity in classrooms?