Leadership Qualities and Classroom Behavioral Management Strategies of Public Elementary School Teachers

This study investigated the relationship between leadership qualities and classroom behavioral management strategies among public elementary school teachers in Maa District, Davao City. Utilizing a non-experimental quantitative research design with a descriptive correlation approach, the research involved 120 teachers aged 30–50 years, with 10–20 years of teaching experience, selected through purposive sampling. Data were collected via validated and reliable survey questionnaires and analyzed using mean, Pearson R correlation, and Multiple Linear Regression. Findings revealed that teachers exhibited high levels of leadership qualities, including empathy, effective communication, adaptability, and assertiveness, which were strongly correlated with effective classroom behavioral management strategies. Regression analysis further confirmed that these leadership indicators significantly influenced classroom management outcomes. The study concluded that tough leadership qualities are essential for successful classroom management, highlighting the importance of fostering such skills among educators to address behavioral challenges and enhance student engagement in public elementary schools in Maa District, Davao City.