Effect of Classroom Management Strategies and Teacher Effectiveness on Integrating Pedagogical Knowledge in Elementary Classrooms in Davao Del Norte

The purpose of this study was to determine the effect of classroom management strategies and teacher effectiveness on the integration of pedagogical knowledge among elementary teachers in Davao del Norte. Specifically, the study aimed to examine the relationships and predictive influence of various domains of classroom management and teacher effectiveness on pedagogical knowledge integration. A quantitative research approach was utilized, employing a descriptive-correlational design and regression analysis. Data were collected through validated survey questionnaires from 102 elementary teachers in the Kapalong West District, selected through stratified random sampling. The findings showed that classroom management strategies, teacher effectiveness, and pedagogical knowledge were all rated at a very high level. Significant relationships were found between classroom management strategies and pedagogical knowledge, as well as between teacher effectiveness and pedagogical knowledge. Furthermore, domains such as classroom discipline, subject matter knowledge, instructional planning and strategies, assessment, and learning environment significantly influenced pedagogical knowledge integration. These findings indicate that teachers who display high levels of effectiveness and apply sound classroom management strategies are more capable of integrating pedagogical knowledge in their teaching. It can be concluded that improving both classroom management and teacher performance is essential to enhance instructional quality and student learning outcomes in elementary education.