Integrating Theories into Practice: Teachers’ Reflections on Blended Classroom Management Models

Abstract

Blended learning has been institutionalized in the Philippines through DepEd Order No. 050 s. 2022, affirming its pedagogical soundness beyond pandemic exigencies. While widely adopted, challenges in classroom management, equity, and teacher workload persist. This study employed a phenomenological qualitative design with five higher education teachers in Davao del Sur to explore how reflective practice enables the integration of behaviorist and constructivist principles in blended classrooms. Data were gathered through semi-structured interviews and reflective journals, analyzed using
Interpretative Phenomenological Analysis (IPA) and thematic analysis. Findings showed that teachers’ reflection via journaling, peer dialogue, and data-driven adjustments supported adaptive management and responsive decision-making. Behaviorist strategies (reinforcement, structured routines, gamified feedback) sustained discipline, while constructivist approaches (inquiry-based tasks, collaborative learning, scaffolding) promoted learner autonomy. Integration of these paradigms produced balanced, context-sensitive management models, with localized adaptations addressing digital inequality and diverse learner profiles. The study highlighted reflective practice as central to adaptive classroom management and offers insights for sustainable blended learning policies in Philippine higher education.