The implication of 5s Principles in Classroom Management during laboratory

classes of Pre-service Teachers in the College of Industrial Education

A Research
Presented to the
Faculty of the College of Industrial Education
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES
Manila Campus

In Partial Fulfillment of
the Requirements in
PROFED 14 THESIS WRITING

Khyla Vanessa P. Amagna

Melanie M. Damian

Rhenold Lagumbay

BSIE- HE 4B
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The study is all about the application pertaining to the 5s principle among 4th-year

pre-service teachers in their In-campus teaching. A teacher's primary responsibility is to

ensure student's learning and growth. Learning can be realized entirely not only through

educational equipment and instructions, books, instructional websites, and other

references but also in an environment that fosters a healthy classroom atmosphere. A

positive classroom environment includes students' positive attitudes, enthusiasm,

involvement, and eagerness to learn. The classroom is a valuable instructional resource

that should be notice. It is a location in the school where teachers work. Creating a

learning-friendly classroom atmosphere is a discipline that requires physical space. The

5s principles firms in maintaining tidy, safe, and visually appealing workplaces.

Students become more independent when the classroom environment is well-organized,

and teachers/pre-service teachers can focus on observing and guiding their students.

The teacher is a role model to students, and all actions taken while dealing with

teachers will always be remembered by students. Students always remember what

professors do and copy it (Bashir et al., 2014). Teachers' role modeling in the classroom

for the growth of students' character surely influences students' personalities in the future,

particularly their capacity for self-control (Lunenberg et al., 2007; Zirkel, 2002).

In this study, pre-service teachers should have the ability to instruct and utilize 5s

principle in their handled classes to ensure the safety and implement a hazard free
classroom. The application of 5's in the learning environment, particularly in laboratory

classes, can address the challenges faced by teacher hazard-free service teachers,

which include cluttered and untidy working areas, disorganized tools and supplies, and

uncontrolled student behavior in the laboratory area. The 5’s is a five-step process for

establishing a more structured and effective workspace: Sort, Straighten, Shine,

Standardize, and Sustain. Moreover, the stages include inputs that are objective in terms

of the process's efficiency and effectiveness, but also subjective in nature. Moral

principles, education, training, and culture the most critical elements for each S stage are

the principles behind the implementation and maintaining compliance are outlined. Any

business that used the 5S method The program will produce immediate and obvious

results by eliminating various sorts of waste.

According to Jiménez et al. (2015), 5S has been used in a variety of laboratories

around the world. Case studies on the use of 5S in different types of laboratories

(chemical, educational, and pharmaceutical) are described further below. This section

examines case studies of 5S deployment in laboratories as a means of improving

productivity. Achieving an industrial standard 5S was used in the laboratory to give a more

efficient workstation arrangement with ordered and labeled storage of products and

equipment in the study, Implementing the 5S Methodology for the Graphic

Communications Management Laboratory at the University of Wisconsin-Stout (2011).

The study's findings demonstrated that 5S was relevant to a film laboratory. The GeM lab

130 became more organized, safer, more efficient, and cleaner after implementing 5S.
Background of the Study

In this chapter, it formulates the background of the study, statement of the problems,

scope and limitation, and significance of the study.

One of the most important jobs in the world is teaching. The classrooms should

express the vision of a safe, well-behaved, and hardworking atmosphere. Classrooms

that are clean and well-organized prevent dangers, allergies, and contamination.

Enhance student focus and bad air quality. Implementing 5’s system in the classroom

management of Pre-service teacher is important because it envisions or reflect to their

high teaching standards of embodying their vision of a safe and hardworking environment.

Based on Ashipaloye (2015), proposed that everyone should adopt 5’s in order to

establish a workplace where space, time, money, energy and other resources can be

managed and utilized effectively. The 5s technique is a system that focuses on waste

reduction and organization to produce work that is more efficient, productive, and safe.

A pre-service teachers commandment or way of imposing a rule is necessary to

ensure safeness and prevent harm to their students. The strictness in instructing the

mandatory rules and regulation in their laboratory classes together with their students is

very important, for instances, every laboratory session, a pre-service teacher should

instruct their student to know the proper waste disposal, to avoid any physical harm such

as injuries, the pre-service teacher should remind their students to wear their PPE

uniforms, to prevent a chaotic situation that can result to a disaster or can put anyone into

risk, a pre-service teacher guide or observe their students if they’re following the proper

procedures and how organize their tools, materials, and equipment. The practice of 5s

strives to implant the ideals of organization, neatness, cleaning, uniformity, and discipline
into the workplace in its current configuration, and it is often the first lean method that

organizations employ (Chourasia & Nema, 2019).

Today The implementation of 5s in educational establishments is producing

professionals with the best 5s practices. It is not only for identifying and removing waste;

it is also a method for creating a quality environment and boosting organizational safety,

as well as increasing productivity in enterprises and educational institutions. It will benefit

the student in the future since they will be able to easily adjust to the 5s system in the

industries after finishing their studies (Shaikat, 2016). In addition, the "5S" was used in

an educational institute to improve student, teacher, and non-teaching member

management. This approach assisted in organizing the workplace, resulting in less waste,

improved quality, and better production through monitoring and an ordered environment.

It also gave visible evidence to gain greater outcomes for the organization. The effective

implementation of "5S" in the institute by various students, faculty, and non-teaching

members increased work ethics among them, resulting in enthusiasm towards teamwork.

The successful application of "5S" altered the organization by enhancing student

interest in their studies and faculty members' better performers (Joshi, A., & Shinde, R.A.

2018). In order for everyone to contribute to establishing a classroom that is favorable to

learning, the 5’s should be taught to all students, regardless of their gender or age. The

teaching-learning process will therefore be successful (Conte 2021). Furthermore, a

successful 5s application is dependent on updating the education and training to be

provided by the organization to the learners 5S defined as a discipline for maintaining a

visual workplace and for workplace management to reduce loss of time and unnecessary

movements (Deshpande et al. 2015).

 Educational laboratories that can provide students with hands-on learning

experiences that generate knowledge through insights obtained through practical

experience have become an essential component of undergraduate STEM education

(Reck, 2016). Using educational laboratories, universities and technical schools hope to

bridge the gap between theory and practical experience.

These laboratories have equivalent technological resources and functional

qualities to industrial facilities The result of 5S adoption was a 30% reduction in

practicums, enhanced equipment management and maintenance, no laboratory mishaps,

reduced inventory and waste, a clean atmosphere, well-labeled equipment, and visual

controls that worked. Communicated deviations or failures This resulted in a cost

decrease and a 25% increase in available space. According to all stated studies, it was

clearly determined the importance of applying 5s principle into, classroom management,

laboratory environment, and workspace. Therefore, the researchers will conduct this

study to find out if the pre-service teachers apply 5s principles during their laboratory

classes in their In-campus practice teaching.

Statement of the Problem

This study aims to ascertain the implication of 5s principle among pre-service

teacher’s classroom management during laboratory classes in the Collage of industrial

education. In order to gather information, the researchers provide three questions were

as follows:

1. What is the demographic profile of the pre-service teachers in terms of:

1.1. Age
 1.2. Gender

1.3. Specialization

1.4. Subject Taught

2. How does the pre-service teachers measure their level of 5s application during

classroom management in laboratory classes?

2.1 Sort

2.2 Set in Order

2.3 Shine

2.4 Standardize

2.5 Sustain

3. How may the 5s application of pre-service teachers in classroom management be

described in terms of?

3.1 Instructions

3..2 Organization

3.3 Planning

4. Does 5s Principle affect the classroom management of the pre-service teachers?

Scope and Limitations

The focus of this study is primarily the implication of 5s principle intended to Pre-

service teacher’s classroom management in laboratory classes during IPT at

Technological University of the Philippines-Manila. The study was limited to the

population of pre-service teachers taking In-campus practice teaching (473) and with the

use of slovin formula it will only consider 217 respondents of 4 th year pre-service teachers

who are now taking their in-campus practice teaching and instructing a face to face

laboratory classes.

Significance of the Study

This research will be significant to the following:

The school, this study will benefit the school in ensuring safe, organized, and clean

learning environments through the implementation of 5s principle.

The school administrator, if 5S implementation was found to be efficient, then the

school administrators could set rules for its implementation inside the school.

The students, this study will give students a realization about the effects of cleanliness

of the classroom not only for their academic performance but also for their good moral

character.

The Teachers, this study will be an additional aid for the teachers in their execution of

conducive learning with the implication of 5s in a classroom management and how they

can sustain it.

The Future Researchers, Data that will be presented in this study will truly help the

research who are also studying the implementation of 5s in an environment.

 CHAPTER 2

RELATED REVIEW LITERATURE AND STUDIES

In this chapter, a review of related literature and studies conducted via local and

international is being served as the framework of the study. It includes the research

paradigm where the relationship of variables was graphically presented and examines

the hypothesis and statement of the operational definition of terms.

Conceptual Definitions

According to (Prasetya et al., 2020), 5s can be employed for improvement

activities regardless of the size or type of organization in settings including homes,

schools, communities, and businesses. The school institution could benefit directly from

the 5s by improving Teacher's lesson plans to improve student performance in less time,

save costs, and increase the value of the teaching process. It encourages continuous

improvement and is a valuable tool for reducing waste. It is crucial for early childhood

cognitive development that teachers involve their students in classroom management.

Students get to change their behaviors, gain knowledge through experiences, and

develop their inner discipline.

The results of the research project by Team O. L. (September 16, 2018). The

research title "Using the 5S Tool to Organize the School Workplace" explained how the

lean methodology's 5S discipline aids organizations in maintaining neat, visible

workspaces. The result also found that teachers can focus on the students instead of

wasting time looking for resources, and Students become more independent when the

learning environment is well-organized.

 According to (De Koster et al., 2011), Both students and teachers benefit from

implementing the 5S method in schools because it offers a fun environment where

Teachers may use their time more efficiently when working with motivated, involved

students. At the same time, students can walk around freely and concentrate on their

work without interruptions. Classroom performance rises as students spend less time

hunting for materials they need to engage in a lesson.

According to the study of (Lopez, 2019), The 5s model has benefited classroom

management strategies. The investigation conducted in the tutoring classroom led to the

optimization of space. It was found that good time management and classroom

organization are positively correlated. The Teacher may now provide a lesson for 40

minutes instead of the recorded 50 minutes due to the study's efforts through sorting and

setting everything in order and waste removal. The Teacher can set aside a space for the

students to read during break. The study's second objective was to enhance classroom

management by promoting constructive behavior in the classroom. It was crucial in

helping the students adjust to and continue the 5s work. The class's students showed

greater self-awareness of shared space and material consideration.

In the study of Ramanathan, Jeevanathan, & Purushotaman. (2018). The research

entitled "Review on implementation 5s system in education laboratories" concludes that

Due to the school faculties and teachers' active participation, 5S was effectively

implemented in the WKU surveying lab to enhance productivity, workspace, equipment

search times, work environments, and safety. According to these results, 5S can is

successful in various academic laboratories, but it might call for a different strategy. The

emphasis was on developing audit forms and checklists to reinforce these qualities and
go over the many phases of 5S because sustaining 5S, having a clean workspace, and

straightforward aisle ways were crucial aspects for the surveying laboratory. Training

sessions should often promote student engagement in upcoming 5S activities in the

surveying laboratory.

The research findings of (Jiménez et al., 2015), the 5s application at the university

organization has been successful in the laboratories with the assistance of the professors,

lab technicians, and students. When accident prevention, risk identification, and risk

removal into the 5S program, the goal of zero accidents and injuries become feasible

Research Paradigm

Independent Variable
1. What is the demographic profile of the
pre-service teachers in terms of:
Dependent Variable
1.1 Age
1.2 Gender
1.3 Specialization Implication of 5s principle in
1.4 Subject Taught Classroom Management during
laboratory classes of Pre-service
2. How does the pre-service teachers
Teachers
measure their level of 5s application
during classroom management in
laboratory classes?
2.1 Sort
2.2 Set in Order
Theoret
2.3 Shine
2.4 Standardize
2.5 Sustain

3. How may the 5s application of pre-

service teachers in classroom
management be described in terms of?

3.1 Instructions
3.2 Organization
3.3 Planning

4. Does 5s Principle affect the classroom

management of the pre-service
teachers?
 Figure 1. Research Paradigm

The research paradigm shows how independent variables which are the demographic

profile, 5s principle, and classroom management affects the dependent variable which is

the Implication. 5s principle in Classroom Management during laboratory classes of Pre-

service.

Hyphothesis:

There is a significant relationship between 5s principle and classroom

management.

Review of Related Literature

Gender

Society sees women highly to the standard of cleaning rather than men, and they

are held more accountable for it. According to (Berk, 1985; West & Zimmerman, 1987),

men and women often “play” or “perform” their gender under others’ expectations.

Propose that individuals behave in ways that make sense to others; as a result, interaction

in the social world necessitates accountability to commonly shared cultural expectations

for gendered behavior and self-presentation. This idea builds on the notion that gender is

a property of social interactions, not just individuals. In addition, women do more

housework in most families (Bianchi, 2011; Bittman et al., 2003; Schneider, 2011).

Gender remains one of the strongest predictors of how much housework a person does.

Although women’s housework hours have declined in recent years, women continue to

do more housework in most households, even those where women’s earnings are the
same as or greater than their husbands (Greenstein, 2000; Gupta, 2007; Sayer, 2016;

Schneider, 2011; Tichenor, 2005).

Thus, a gender socialization perspective suggests that men and women may

perceive mess differently and feel differently about the importance and necessity of

cleaning. It centers on notions that macro-level gender expectations are known;

consequently, we observe that women are more likely to do housework than men. A study

by (Thébaud et al., 2019) exhibited random still photographs of a messy living area to

hundreds of study participants. Equally, men and women agreed that a neat room was

just as tidy and a filthy one as messy. Men spend an average of ten minutes cleaning up

after themselves each day, but women spend a third of their daily allotment of one hour

and twenty minutes cleaning. Why is it, therefore, that women clean more than men? The

participants in the research gave the information that the untidy photo portrayed either

"John's" or "Jennifer's" room based on a random selection. Participants, regardless of

gender, held "Jennifer's" room, even the "neat" version of it, to a considerably higher

standard and were more likely to evaluate "Jennifer" adversely. The expectation of

respondents guaranteed that" Jennifer's" room was considered tidy. The study would

imply that maintaining cleanliness falls more heavily on women than males.

Age

According to the study entitled “ The extent of implementation of Batellec II-area

3: Inputs to its Office Management Program”. In terms of 5’s as a standard being

implemented in the office, Whatever age bracket , an employee belongs , he or she is

expected to practice such to be able to comply with the requirements of being an

employee.

In addition, according to Tokuyama (2017), "The Cleaning Tradition" is a strategy

for motivating students to assist with the after-school cleaning of their respective

classrooms. Students aged 6 to 18 are encouraged to apply. It helps promote a

knowledge of this concept while also benefiting the student's awareness of life skills such

as adopting personal responsibility.

Specialization

The meaning of specialization is the study of a particular area of subject. The Home

economics majors in such colleges or schools usually include foods and nutrition, art and

design, housing and equipment, clothing, textiles, merchandising, family economics,

home management, child development, family relations, and education. Each of these

fields offers a variety of professional opportunities (Macmillan, 1987). In Addition ,

(“Industrial Arts - Wikipedia,” 2009) In the context of education, the term "industrial arts"

refers to the process of creating items out of wood or metal by employing a range of hand

tools, power tools, or machine tools. Technology Education is another name that is

frequently used to refer to Industrial Arts. The repair of small engines and the

maintenance of automobiles may be a part of some programs, and technical sketching is

often included in the curriculum of all such programs.

Subject Taught

Home Economics

According to Priyanka Rai (2016), 5S must be followed in Hotel Resource

Management for the company to achieve the peak of glory while also taking care of.

According to the research, the benefits of 5S practice for industrial companies are more

excellent after adoption. The data analysis has tested for dependability. The information

uses a Likert-scaled questionnaire form. It involved 450 individuals from various fields of

activities. The findings demonstrated that the approach is practical, adaptable, and

advantageous. It demonstrates that some firms are implementing 5S in part rather than

as a comprehensive policy because of the workers. They could be more enthusiastic

about their involvement in 5S implementation. Overall, 5S is a necessary quality

management tool that improves employee performance without regard to different types

of goods or services. Organizations should consider it as part of their organization

strategy. The conventional hotel management strategy focuses on performance

outcomes such as more significant profit, productivity, and customer satisfaction. They

claimed that to match their customers' needs, hotels should have an effective

management structure in place. According to Kandampully (2006), the primary goal of

hotel management is to manage the quality of service in the hotels. The key benefits of

5S for hotels include clean, organized, and safe work environments that prevent failures

and losses. As a result, implementing this business technique focuses on value and

quality throughout the firm. Instead of traditional techniques, the 5S model is used in this

study as one of the procedures that fulfill hotel quality and management needs. However,

it found that the deployment of 5S in hotels despite the many areas' implementations.
 This research defined 5S as a successful hotel business model with the primary

goal of filling a conceptual gap. Hotels are already familiar with the importance of

structure, sequence, a friendly and clean atmosphere, and discipline. The study expects

to raise awareness of the quality components in a business model for hotels seeking to

increase profits/

Food & Beverage, following a few observations by Riad Bin Ashraf (2017), it was

discovered that these difficulties were occurring due to a need for more systematic

procedures and understanding. Because of these challenges, they established 5S

throughout the firm, implementing each S of the system. After installation, about 310.1

square feet of space were saved. Furthermore, the modified arrangement resulted in a

decreased flow distance of 1686.8 feet per day, down from 2450.65 feet per day. Cost

reduction, suitable workspace utilization, tool avoidance, rising efficiency, less time

necessary for identifying essential items, enhanced working conditions, and lower

machine maintenance costs were eventually accomplished.

A cosmetology subject began following 5S housekeeping practices to ensure the

quality of its beauty goods. This research concentrated solely on manufacturing creams,

liquids, and lotions (CLL). Before being delivered to the CLL Processing Department, the

raw materials went through the central weighing area. Waste components like boxes and

plastic bottles are created throughout the way. Because the firm sells beauty and wellness

items, the 5S housekeeping requirements would allow them to prevent product

contamination that may hurt customers. 2016 (Laguardia)

Industrial Arts

Gheorghe Dulhai performed research at the Autocar exhaust production plant. The

study's goal was to enhance auto automobile exhaust production using different

approaches such as 5S and continuous improvement. The surveys were used to assess

the tasks. Accidents are decreased when implementing this 5S method. The highest

number of days they were safe was 56. Physical efforts were reduced, and there were

fewer accidents during the manufacturing process. The findings were available within 1-

2 weeks.

Nadirah Roslin et al. (2012) conducted research at a Malaysian Automotive Parts

Manufacturing to describe the progress in its early phases of lean manufacturing

adoption. The observation of lean success determinants is limited to this case study, and

generalizing the findings to other Malaysian manufacturing enterprises should be done

with caution. According to the research, a few essential success elements, such as

resource availability, organizational culture, and information technology competency,

affect each dimension of lean manufacturing. Consequently, more case studies may be

investigated to establish the influence of various success criteria for various lean

manufacturing systems.

Shreya Chavan et al. (2017) investigated the use of 5S in the Prabha Engineering

manufacturing business in Rabale (Navi Mumbai). The 5S system was adopted in the

manufacturing unit. It was deemed to be appropriate owing to the numerous benefits,

such as waste, scrap, and losses being reduced and output being regulated using flexible

workstations. The key issues were ineffective inventory management, a lack of quality
improvements, quality control, and a lack of staff engagement. The intended results were

obtained after sorting the raw materials, identifying the tools and places, eliminating dust

and oils from the floor, setting guidelines for the above three, and remaining disciplined.

The 5S Principles

The acronym of 5S has been translated into English equivalents by Hirano (1995)

as sort, set in order, shine, standardize, and sustain.

Figure 1.1 shows the different variations. Throughout this research, the English

equivalents of 5S by Hirano were used.

Sort

Sort is to combat the accumulation of unnecessary objects and identify and adopt

measures to eliminate the excess items to no avail by adopting a sense of responsibility

to maintain the environment only with the necessary and to avoid waste (Rocha et al.,

2019). Likewise, it deals with sorting all the tools, materials, and other equipment in the

workplace. Necessary equipment is stored accordingly, reducing workplace hazards

(Chavan et al., 2017). In the classroom environment sorting is a Distinguishing between

what is required and what is not to remove anything unwanted Sorting necessitates the

removal of any unneeded items, tools, work in progress, machinery, records, and papers.

In this scenario, teachers review their workspace to determine which fundamentals should

keep while removing worktables. Consider a classroom with more desks and chairs than

pupils, as well as messy whiteboards and worktables. Sort requires that we remove any

unwanted furniture and store or get rid of outdated artwork and documents (Gupta & Jain,

2015)

Set in order

According to (Rocha et al., 2019), set-in order is to specify a place for each object,

allocating it and keeping it properly. The organization is an essential step in achieving the

optimization of a process. The objects must be organized according to their demand of

use, it is also crucial to save them in the right place after use giving flow as soon as there

is a need to use the material again, and it will be found easily. Set in order aims at "place

for everything and everything in its place." When Sorting has been completed, the specific
location is defined for the valuable material and located in the predefined order

(Deshpande et al., 2015). The main objectives of Set-in order are forming a regular

workplace strategy, avoiding time loss while searching the material, and mistake-proofing

work (Patel & Thakkar, 2014). Everything in the workplace should be in its proper position,

and there should be a place for everything in the Set in order framework. Each item's

location must be appropriately delimited and labeled, and the things must then be placed

in a way that promotes efficient workflow. All equipment, parts, and tools should be stored

close to where they will be needed to straighten the flow route—the application in the

classroom of the additional chairs that have been removed. The tables should be

arranged and set in order so that spaces are allocated for different types of lessons.

Setting things in order creates independence in the students by giving them a sense of

space and ownership (Gupta & Jain, 2015).

Shine

The concept of Shine in the 5S principle is to have a clean environment that brings

comfort and is pleasant to its users. Each employee must keep their workplace clean and

organized, be responsible for picking up the garbage, preferably separate the materials

that can be recycled and reused and promote workshops to minimize the environmental

impact. Working in a harmonic environment is critical to people's physical and mental

health. (Rocha et al., 2019). Similarly, Shine means to clean or shine in the workplace.

After Sort and Set in order were implemented successfully, cleaning the workshop was

the next step. The cleaning of shelves, lockers, and dusty tools were cleaned, and the

floor was cleaned. Anything which contained dirt and dust was cleaned and placed

rightfully. In addition (Gupta & Jain, 2015), the workplace must stay organized and tidy.
As each shift ends, the work area should be cleaned, and everything in use should be

returned to its allocated place. It makes it easy for people to know what goes where and

ensures that every piece of equipment is where it belongs. It should be noted that

maintaining cleanliness needs to be part of daily work rather than performed occasionally

when the workplace gets too messy. The tables, desks, and other workplaces within the

classroom are washed and polished after the school day, the boards are appropriately

cleaned, and the entire area is returned to a perfect state, ready for lessons the next day.

Standardize

According to (Ashokkumar, 2020), Standardize involves creating visual controls

and guidelines for keeping the institute an organized and orderly place and clean. In this

step very high standard of Housekeeping has been followed. Standardization helps to

return and work in a standard order or way. In the institute, human nature is so variable

that there is always a chance that the college members divert from the practices and

return to their original way of working. Standardize is used to prevent all the members of

the institute from diverting. This technique is to keep revising the whole process regularly.

Standardizing refers to standardized work practices. It refers to not only standardized

cleanliness but also means operating the practices in a consistent and standardized

fashion. Everyone knows what his or her responsibilities are. The concept of standardized

is not just the guidelines that must be followed. However, according to (Rocha et al.,

2019), Standardized preserves health, establishing regular and adequate conditions for

well-being and adopting cleaning methods that aim to avoid infectious diseases. Dust and

dirt create an environment conducive to the proliferation of bacteria, and food remains

allow the proliferation of rats and cockroaches, making the environment unhealthy and
harmful to health. Work practices need to be standard and consistent. This allows

everyone to focus on their responsibilities in achieving the previous three S's. In the

Classroom, standardize will help to lay out or label class information, schedule,

reminders, calendar, and upcoming menus. Using different colors ensures that we

differentiate the different topics to visually manage each process (Gupta & Jain, 2015).

Sustain

Sustain in the 5S principle is the sense that allows the person to become

responsible, helps to fulfill deadlines, conducts self-management, and promotes a work

of excellence for the organization. It stirs up culture, reshaping ideas and behavior of

people in general. (Rocha et al., 2019). Moreover, Sustain order prior to the 4S. To

maintain good order and ensure everything runs smoothly and every step or order

followed. The step was a briefing of what 5S is to the workshop staff, and training was

provided to them to run the workshop. New orders and workshop rules were also

developed (Khumalo & Mpanza, 2018)

Classroom Management

In their definition of classroom management, Evertson and Weinstein (2006) refer

to the action’s teachers take to establish a nurturing atmosphere conducive to the

classroom. It includes both academic and social-emotional learning. They discuss the five

different kinds of actions. To achieve a high level of classroom management excellence,

teachers must cultivate caring, supportive relationships with each student and among

themselves and organize and carry out the instruction to maximize students' access to

learning opportunities. Additionally, Evertson and Weinstein (2006) state that teachers
should encourage student engagement in academic tasks, which can accomplish through

group management strategies. These strategies can implement in the classroom. The

teacher is responsible for encouraging the growth of students' social skills and self-

regulating abilities.

Finally, Evertson and Weinstein (2006) argue that educators should be able to

access a variety of effective interventions in order to assist students who exhibit

problematic behavior. According to Mudasir (2011), management is the ability or skill to

achieve a result to accomplish a purpose through the activities of other people. On the

other hand, Mudasir (2011) stated that a classroom is a room bounded on all sides by 11

walls and serves as a place for a group of students to congregate to observe the process

of learning. According to Wilford in Ade Rukmana (1986), classroom management is a

set of activities teachers engage in to create and maintain positive interpersonal

relationships and a socio-emotional climate. According to Ade Rukmana (2009), the

student's learning success is influenced by the teaching and learning strategy that the

teacher has. As a result, the teacher was forced to understand the teaching and learning

philosophies. Cooper stated in Mudasir (2011) that classroom management is the entire

activity teachers engage in to improve the positive behavior of students and to reduce the

negative behavior of students. It was connected to the students' behavioral modification,

and the student's success in learning is primarily determined by the learning strategies

that the teacher conducts. In order to properly facilitate educational activities in the

classroom, teachers are expected to have a fundamental understanding of the relevant

components. The capacity to maintain order in a classroom is one of the characteristics

that distinguishes an amateur from a professional educator. The different ways of looking
at classroom management that has been discussed above have led us to the conclusion

that classroom management is the activities that the teacher does inside the classroom

to get and keep the students involved in those activities so that the teaching process is

more effective. The goal of the study is reached.

According to Randin Mccreay (2013), the term "classroom management" refers to

the procedures and strategies that a teacher adopts in order to maintain a classroom

atmosphere that is conducive to the achievement and learning of the students who are

present in the classroom. When it comes to managing a classroom, ensuring students

get the sense that they are in an atmosphere that supports them and encourages them

to be successful in whatever interests they choose to pursue is one of the most essential

things that can be done. This may be done by taking steps to ensure that students get

the impression that they are a member of a community that cares about their achievement

This aim might be achieved by ensuring that the following conditions are met: Even

though there are several teaching approaches that may be employed in the classroom,

one of the most crucial parts of efficient classroom management is ensuring that students

have this picture. One of the most crucial parts of good classroom management is

establishing this perception among the class's members. The phrase "classroom

management" refers to a set of activities carried out in the classroom to encourage

desired student behavior and reduce or eliminating undesirable student behavior. This

conclusion is attainable because it is conceivable to deduce that classroom management

is a series of actions aimed at generating desired student behavior.This conclusion is

possible because it is possible to conclude that classroom management is a set of

activities to develop students' desired behavior. This conclusion is plausible, given that
managing a classroom involves various activities. The successful management of a

classroom may be seen in two ways: first, as the possession of several distinguishable

qualities that contribute to uninterrupted learning times, and second, as the possession

of the flexibility to understand what is necessary. The successful administration of

classrooms has been identified as a crucial component that impacts pupils' academic

achievement, according to many research papers (Marzano, 2008). Effective classroom

administration produces an atmosphere conducive to teaching and learning and provides

the most apparent basis for this argument. It creates an atmosphere in the classroom that

attracts the students' attention, which is crucial for practical instruction and learning

(Marzano, 2008).

Furthermore, this assertion is self-evident because a classroom that is disordered

and chaotic as a direct result of inadequate classroom management is extremely unlikely

to improve students' expansive learning and academic performance and may hinder

these outcomes. This assertion is self-evident since a classroom that is disordered and

chaotic as a direct result of inadequate classroom management is extremely unlikely to

improve students' expansive learning. According to Idopise (2004), an atmosphere that

is characterized by disorder presents the minimal opportunity for academic learning to

take place.

Moreover, according to Walter (2006), one factor that contributes to the overall

management of the classroom is the total number of students in the room. Other factors

that contribute to the classroom's overall management include the teacher's personality,

the teaching method that the teacher uses, the degree to which the teacher is prepared,

and the overall number of students present in the room. According to Umoren (2010),
classroom management involves more than simply the concept of student control and

discipline in a classroom setting. Instead, it refers to everything educators should do in

the classroom to foster an atmosphere that is favorable to learning by fostering students'

intellectual interest and collaboration in classroom activities. This is done in order to

establish an atmosphere that is conducive to learning. According to Morse (2012),

managing a classroom means preventing students from engaging in behaviors such as

fighting and making noise, keeping a close eye on them, organizing the learning materials

in the classroom so that they are easy to find, and providing assistance to students who

struggle with issues such as poor vision or hearing, difficulty reading, writing, or spelling,

feelings of shame, boredom, hyperactivity, or poor study habits.

Instructions

According to Nayak and Rao 2004, The delivery of instruction in class

management can lead the teachers to emphasize the key factor in influencing students

to enhance dignity and self-esteem and encourage the students to be responsible for their

behavior. Moreover, the researchers Beijaard et al. (2004) demonstrate the various

connotations that might be attached to the concept of "teacher identity." For the sake of

this research, the term "teachers' roles" refers to the activities that take place within

classrooms. In contrast, "teachers' identities" describes how educators conceive of

themselves and their responsibilities within classrooms. This study expands on Grier and

Johnston's (2009) claim that "teacher identity is founded on the underlying ideas one has

about teaching and being a teacher, which is always changing and growing depending

on personal and professional experiences." This research expands on that argument.

This study adds to previous research by assisting us in learning more about how a
particular pedagogy alters instructors' identities as they learn to employ a new teaching

model. According to Davis et al. (2006), who conducted a literature review on the issue

of teacher identity, a teacher's past and professional experiences influence how they

regard themselves as instructors. Even while teachers' experiences define who they are,

those experiences are processed in a specific setting and molded by a community of

practice (Freedman & Supplement, 2008; van den Berg, 2002; van Huizen et al., 2005).

Basu et al. (2009) writes that "we identify ourselves with those who consider identity as

fluid and produced socially within communities of practice" while using the term "identity”.

According to Proweller and Mitchener (2004), students have a major impact on the

professional identities of their teachers. According to the present study's findings,

students who take on the role of peer leaders form a substantial component of the

communities of practice in which instructors participate, raising the difficulty level in the

teachers' professional environment. Most of the previous research on teacher identity

formation has focused on pre-service teachers (Merseth et al., 2008; van Huizen et al.,

2005) and/or early career teachers (Davis et al., 2006) in a variety of settings, whereas

current study includes teachers with varying levels of professional experience working in

the same instructional environment.

Cohen (2008) states, in another perspective on the notion of identity, that

"teachers' identities are crucial to the concepts, beliefs, and practices that shape their

engagement, commitment, and behaviors in and out of the classroom". According to the

corpus of academic research, a teacher's identity is molded by their earlier experiences,

which influences their instructional decisions (Eick & Reed, 2002; Rex & Nelson, 2004).

As a result, experiences have a major impact on the development of teachers' identities

(Proweller & Mitchener, 2004), and teachers' identities, in turn, have an impact on

teachers' experiences because teachers' identities affect the instructional techniques they

use. In the current study, this framework of evolving teacher identity is used to investigate

the relationships between teachers' roles and responsibilities in the classroom, how

teachers think of themselves as professionals, and the attitudes and beliefs teachers have

about their students.

Organization

Teachers perceive themselves as skilled in classroom organization and emotional

support (Ertesvåg, 2011; Gitomer et al., 2014). In Addition according to Nayak and Rao

2004, classroom management in the concept of organization is the rules and procedures

that the teacher uses to meet the personal and academic needs of a student, like

providing simple step-by-step directions and implementing structured activities that help

students make the transition between active periods and quieter learning

activities.Similarly (Allen, 2022) stated that a well-organized classroom allows teachers

and students to make the most of their teaching time. Teachers have traditionally

organized their classrooms with the purpose of giving mostly whole-class instruction. The

teacher's desk is frequently in the front of the classroom in this teacher-focused setting,

and the students' desks are positioned such that the pupils can clearly see the teacher.

However, in a differentiated classroom, the teacher should examine more flexible

solutions while keeping the five keys to excellent room layout in mind so that she may

work more successfully with diverse groups or individuals. The instructor must also

provide a controlled environment in which students feel safe while working in groups,

pairs, or individually without direct teacher observation

Planning

It may be claimed that a teacher must facilitate learning rather than to instruct

(Danielson, 2007). The various decisions a teacher must make to prepare pupils for the

learning experience demonstrate the importance of lesson planning. Panasuk, Stone, and

Todd (2002) agreed that lesson planning requires instructors to make a conscious effort

to create "a cohesive system of activities that enhance the development of student's

cognitive structures" (p. 808). According to research by Zahorik, Halbach, Ehrle, and

Molnar (2003), effective instructors excel at instructional orientation, which deals with the

sort of information delivered and how it is taught. The study also emphasized the need

for good instructors to be excellent planners. The mental process of visualizing what will

happen in the classroom during a session is known as lesson planning (Jalongo, Reig, &

Helterbran, 2007). This requires thinking about various classroom difficulties, including

tactics for engaging students in the material and how students may react.

National teaching standards, such as the Interstate New Teacher Assessment and

Support Consortium (INTASC), declare that (2013) and the National Board for

Professional Teaching Standards (NBPTS) instructional planning is a vital component of

every teacher's work (2012), in order to provide students with meaningful learning

experiences (Ko, 2012). Thus, preparation for instruction is a vital step that all effective

teachers perform, whether consciously or unconsciously (Thompson & Stryker, 2010), yet

meaningful planning is difficult (Marshall, 2012). Planning may look straightforward but

going through the motions of day-to-day planning does not guarantee that significant

activities will be available (Marshall, 2012). "The purpose of planning is to assure student

learning; hence, planning helps generate, arrange, and organize instructional events to
enable that learning to occur," writes Burden and Byrd (2003). (p. 23). Therefore, it is

critical that the planning be good for the instructional events to be effective for learning to

occur. An effective teacher should therefore be able to plan in a way that acknowledges

the intricacies of teaching and learning while employing various skills and knowledge to

fulfill the requirements of all pupils. According to academics, "well-designed, fine-tuned

classes demonstrate a grasp of several distinct teaching strategies" (Orlich, Harder,

Callahan, Trevisan, & Brown, 2004). Great instructors are also successful planners, as it

would be difficult to deliver effective education without a sound plan. This plan would be

based on the teacher's understanding of the students, the subject, the accessible

resources, and the teaching tactics. According to Marshall (2012), the depth of

instructional planning stems from an investigation into the whys of children's behaviors

and reactions and the hows of supporting each kid. According to Thompson and Stryker

(2010), "excellent planning procedures paired with suitable teaching strategies result in

high-quality learning experiences at all educational levels".

Furthermore, In Yinger's (1980) research on teacher planning, he discovered an

intriguing feature: Routines played a significant part in the instructor's planning. The

teacher employed routines to govern activity and ease preparation. He discovered that

routines were so important to planning that he defined it as "decision making regarding

the selection, structuring, and sequencing of routines" . If planning is just organizing

multiple routines, teachers' development and application of routines must be vital to the

planning process, which is a trait of good instructors. Hattie (2003) also highlights routines

and the need for routines for teachers in order to be experts. Hattie (2003) discovered

that experienced instructors are more automatic than non-expert teachers in Monitoring
and Providing Feedback. In the area of automaticity, the difference between expert

teachers and experienced teachers is that expert teachers use "automaticity to free

working memory to deal with other more complex characteristics of the situation, whereas

experienced non-experts do not optimize the opportunities gained from automaticity"

(Hattie, 2003, p. 8). According to this research, routines and how they liberate a teacher

are key to planning success. Expert teachers invest the time saved in the act of teaching

(Hattie, 2003)
Operational Definition of Terms

Demographic Profile- A data describes the statistical characteristics of a pre-service

teachers.

5s Principle- A five step methodology that is used by the pre-service teachers in

maintaining and embodying a safe and productive workplace through their classroom

management.

Sort- A way of organizing or distinguishing the needed items from unimportant things and

removing unnecessary objects in a classroom.

Set in order- Neatly arrangement of tool, materials, and equipment.

Shine- Cleaning the work area by wiping, sweeping, and dusting.

Standardize- Maintaining the condition or safe and healthy laboratory areas by having

standard of conducting the sort, set in order, and shine.

Sustain- Forming a habit of always implementing the first 4s.

Classroom Management- methods of teacher organizes and controls the conduct,

movement, and interaction of students while they are in the classroom.

Instruction- A way of managing a classroom with the use or directions by directly stating

an instruction to the students.

Organization- this is how a pre-service teacher implies their policies and procedure by

directly imposing it to the students.

Planning- how teachers observe and graded the students through their plans.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter includes the research approach, research design, research locale sample

and techniques data gathering procedure, statistical treatment, and research

questionnaire.

Research Design

The researcher utilized a descriptive-correlational research method which is

designed to provide information in determining the demographic data and the relationship

of 5s principle in implicating it to the classroom management of a pre-service teacher

during laboratory classes in IPT. A quantitative approach enables the researchers to

interpret the meaning of the findings and create hypotheses for future investigation.

Sample and Techniques

The population is taken as the whole pre-service teachers in TUP-Manila who are

now taking their In-campus practice teaching which is approximately 473 based on the

record of the student teaching department. We used a slovin formula with a confidence

level of 95% where in 217 pre-service teacher is the outcome of the appropriate sample

size or respondent that we should consider in conducting this study. In choosing our

samples, we use a purposive sampling technique which prefers 4 th year Pre-service

teachers who’s taking face to face laboratory classes during In-campus practice teaching

at Technological University of the Philippines-Manila.

Slovin Formula:

n=Sample Size

N=Population (473)

e= Margin of error (5% or 0.05)

Data Gathering Procedure

In gathering the data, the researchers provided a questionnaire for the

respondents to answer. In conducting a survey, the researchers will find pre-service

teachers who are physically present due to their face to face In-campus practice teaching

and ask their free time and permission to include them in conducting this study. Then, a

questionnaire will be distributed to the respondents to answer, and they will be guided by

the researcher throughout answering the questions. Afterwards, the survey questionnaire

will be collected by the researchers, analyze the data, and use it for the study.

Research Locale

The setting of where this study will be conducted is limited only in the College of

Industrial Education located inside the Technological University of the Philippines Manila

campus. The purpose of choosing this setting is mainly because the population and

sample of the study are located inside the college building. Furthermore, the focus of the

study is about 5s implication in the classroom management of pre-service teachers in

laboratory classes during their In-campus practice teaching, where in the College of
Industrial Education, a lot of pre-service teachers are now taking their IPT and starts

facilitating a classroom.

Statistical Treatment

The data gathered will be carefully recorded, analyzed, and interpreted by the

researchers with the use of appropriate statistical treatment in collecting data in every

existing variable.

Statement of The Problem Statistical Treatment

1. What is the demographic profile of

the pre-service teachers in terms
of: Frequency Distribution
1. Age
2. Gender
3. Specialization
4. Subject Taught

2. How does the pre-service teachers

measure their level of 5s application
during classroom management in Weighted Mean
laboratory classes?

2.1 Sort

2.2 Set in Order

2.3 Shine

2.4 Standardize

2.5 Sustain
 3. How may the 5s application of pre-
service teachers in classroom Weighted Mean
management be described in terms
of?
3.1 Instructions

3..2 Organization

3.3 Planning

4. Does 5s Principle affect the

classroom management of the pre- Pearson r
service teachers?

Research Instrument

The researchers utilized a modified ranking type survey questionnaire that uses Likert

scale by Asphipaoloye and Menez (2013) as cited in Albarico et al (2016) wherein it

consist of a statements of 5s principle to the office management but in this study its main

focus is the implication of 5s principle in Classroom Management during laboratory

classes of Pre-service Teachers.

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