Classroom Management Practices and Challenges of ESL Teachers in International Schools in Bangkok, Thailand: Basis for a Professional Development Program

Effective classroom management is essential in promoting student engagement and successful learning outcomes in multicultural and multilingual educational settings. This study examined the classroom management practices and challenges encountered by English as a Second Language (ESL) teachers in international schools in Bangkok, Thailand, and served as the basis for a proposed Professional Development Program. Using a quantitative descriptive-correlational design, data were collected from 54 purposively selected ESL teachers through a validated survey questionnaire. Data were analyzed using frequency and percentage distributions, weighted mean, Spearman Rank Correlation, and Chi-Square Test of Independence. The findings revealed that ESL teachers demonstrated highly effective classroom management practices in classroom organization and learning environment, classroom rules and expectations, student engagement and participation, behavior management and discipline, and time management. Despite these strengths, teachers experienced highly serious challenges related to workload, stress and time management, language proficiency and communication barriers, and student behavioral issues. Results further indicated a significant relationship between classroom management practices and the challenges encountered by ESL teachers. However, no significant relationship was found between teachers’ profile variables and either classroom management practices or challenges encountered. The study was limited to ESL teachers in selected international schools in Bangkok, Thailand. Based on the findings, a Professional Development Program was proposed to strengthen classroom management competencies and address priority challenges. The study provides insights into ESL classroom management in international school settings and highlights the need for continuous professional support to enhance teacher effectiveness and well-being.