Teachers’ Classroom Management Style on Learners’ Motivation for Learning

This study is crucial for understanding the complex interplay between classroom management and student motivation. This study was conducted to determine teachers' classroom management styles on learners’ motivation for learning in selected districts of Bukidnon school year 2024-2025. Specifically, this aimed to assess the level of teachers’ classroom management styles, examine the learners’ motivation for learning, and determine the significant relationship between teacher’s classroom management styles and students’ motivation for learning. The study involved (150) public elementary school teachers currently teaching grade 6 with the sampling is universal. The questionnaire was patterned and modified from Tomlinson and Adedigba. Employing a descriptive correlational research design, the study gathered quantitative data through surveys. Data analysis included descriptive statistics, such as mean and standard deviation, along with the Pearson product-moment correlation coefficient is to determine the relationship between teachers’ classroom management styles and learners motivation for learning The findings revealed that the level of teacher’s classroom management styles was very high especially on mentoring. Additionally, the level of learner’s motivation for learning was also very high. However, there was no significant relationship between teacher’s classroom management styles and learning motivation for learning except on mentoring. The study concludes that while mentoring enhances student motivation, it is essential for educators to employ a variety of classroom management strategies to effectively cater to diverse student needs. It is recommended that teachers should balance authoritative and supportive methods in their classrooms, focusing on interactive engagement strategies to boost motivation, and seek professional development in laissez-faire and modified practices to improve learning outcomes.