Teachers’ Classroom Management Practices and Learners’ Behavior

Proper classroom management is essential for shaping learners’ behavior and creating an encouraging environment for learning. This study sought to evaluate the behavior of learners as well as the level of classroom management practices used by teachers in terms of planning, classroom instruction, and evaluation. This study also sought to evaluate the strong correlation between learners' behavior and teachers' classroom management practices. The research used a descriptive correlational design to examine the relationship between these variables. The respondents were 102 elementary teachers from Manolo Fortich District IV, Division of Bukidnon, SY 2024-2025 and were selected through purposive universal sampling. Data were collected using a modified survey questionnaire, which included the Classroom Management Scale (CMS) and the Classroom Behavior Rating Scale. Mean and Standard Deviation were used to describe the levels of classroom management practices and learners' behavior, while the Pearson Product-Moment Correlation Coefficient tested the relationship between them. Findings showed that classroom instruction was a very highly evident aspect of teachers' classroom management practices while learners' behavior found to be generally positive. Overall, classroom management practices used by teachers have significant positive correlation with learners' behavior. It can be inferred that when teachers demonstrate effective classroom management practices learners behave well. Thus, by setting clear expectations and promoting school standards, school heads, teachers and parents may promote constructive behavior among learners.