Professional Development and Classroom Management Strategies of Grade 8 Public School Teachers in Tagum City

The study examined the relationship between professional development and classroom management strategies of grade 8 public school teachers in Tagum City, Davao del Norte. A descriptive quantitative research design was employed, and data were collected from 150 grade 8 public school teachers in Tagum City through stratified random sampling. Modified research survey questionnaires were utilized to assess the professional development and its significant relation, if any, with classroom management strategies. The findings revealed that that overall mean score for the professional development was very high, indicating a very high level of agreement among the respondents. On the other hand, the overall mean score for classroom management strategies was very high, with a descriptive equivalent of very high level. Furthermore, a significant positive relationship was observed between professional development and classroom management strategies, suggesting the importance and effectiveness of investing in the professional development and competence of teachers to improve classroom management strategies. This relationship implies that as teachers enhance their professional skills and competencies, their ability to manage classrooms effectively also improves. These results underscore the integral role of continuous professional development in supporting and strengthening classroom management practices. These findings are consistent with existing literature, which highlights the importance of continuous, well-designed professional development programs in building the practical skills necessary for managing student behavior and fostering academic success.