Teachers’ Classroom Management Practices and Pupils’ Self-Efficacy

This study looked at the classroom management strategies used by teachers and self-efficacy of pupils in Talisayan District, Division of Misamis Oriental, during the School Year 2024–2025. It aimed to determine the degree of self-efficacy of pupils as well as the level of teachers' proficiency in classroom management activities, including behavior control, instructional strategies, regulations, and procedures. Furthermore, it examined the connection between teachers’ classroom management techniques and the effectiveness of pupils within the class. It used a research design describing the relationship using adapted questionnaires that passed validity and reliability test. Findings showed that teachers’ classroom management practices were at High Level while the overall pupils’ self-efficacy was also at High Level. Teachers’ classroom management practices were significantly correlated to pupils’ self-efficacy. In conclusion the strong relationship between pupil’s self- efficacy and classroom management techniques emphasized how crucial good teaching techniques are to helping pupils believe in their own skills. It was recommended when working with pupils exhibiting low self-efficacy, it is imperative to adopt a strategic and tailored approach to effectively address their unique needs with continuous monitoring of their progress.