Behavior Management Approaches and Teacher- Student Connectedness: A Quantitative Investigation

This study aimed to determine the influence of behavior management approaches on teacher-student connectedness among public elementary school teachers at Jesus V. Ayala Elementary School, Binugao District, Davao City Division. Fifty students were identified using the universal sampling method. The study utilized a descriptive-correlational design, employing two survey questionnaires focused on behavioral management approaches and teacher-student connectedness for data collection. Statistical tools used included mean, Pearson r, and regression analysis. Results indicated that the level of behavioral management approach was high in the democratic approach and preventive approach, and moderate in assertive discipline and intervention approaches. Regarding teacher-student connectedness, levels were moderate in individualized personal interaction and support, and high in empathy and perspective taking. The findings also revealed a strong significant relationship between behavioral management approach and teacher-student connectedness (p < .05). Furthermore, democratic approach, assertive discipline approach, preventive approach, and intervention approach significantly influenced teacher-student connectedness. Specifically, for every unit increase in these domains of behavioral management approach, teacher-student connectedness increased by 1.908, holding other factors constant. Based on these findings, the study recommends that teachers engage in continuous professional development focused on adaptive behavior management strategies to effectively support student behavior and maintain a positive classroom atmosphere, thereby fostering a conducive learning environment for all.