Learners' Behavioral Problems, Teachers Resolution Strategies and Academic Performance

Abstract: This study aimed to determine the levels of learners' behavioral problems, teachers' resolution strategies, and academic performance in a district of a large-sized schools division in Central Philippines for the school year 2023-2024. Data for this descriptive study was gathered from sampled respondents using a self-made data-gathering instrument tested with stringent validity and reliability. The ensuing analysis showed moderate learners' behavioral problems and very high levels of resolution strategies. The study revealed that learners' behavioral issues varied slightly when grouped by teachers' age, civil status, and plantilla position, with older and married teachers and those in lower plantilla positions facing more challenges. No significant difference exists in learners' behavioral problems across all demographic variables. However, variations were observed in teachers' resolution strategies, particularly in the business academic approach, where married teachers were more effective. Despite moderate behavioral problems, learners achieved outstanding academic performance. The study found no significant relationship between behavioral problems and academic performance, but a significant positive relationship was identified between teachers' resolution strategies and learners' academic outcomes. The study calls for enhancing teachers' resolution strategies and effective classroom management to foster a conducive learning environment and improve student achievement. Keywords: Behavioral problems, Resolution strategies, Academic performance, Descriptive research