Classroom Management Strategies of Gumaca Catholic Secondary School Teachers: Their Effect on Academic and Behavioral Outcomes of Learners

Classroom management plays a vital role in promoting both academic success and character formation, particularly within faith-based educational institutions. This study examined the classroom management strategies employed by secondary school teachers in Gumaca Catholic Schools Association and determined their effects on learners’ academic and behavioral outcomes. Anchored in a values-based educational framework, the research addressed the need to evaluate how Catholic values integration, positive reinforcement, structured routines, and restorative practices contribute to holistic student development. Using a mixed-methods exploratory sequential design, quantitative data were collected through survey questionnaires and analyzed using descriptive statistics and regression analysis, while qualitative data were gathered through open-ended responses and thematically analyzed. Findings revealed that teachers demonstrated a very high level of practice in classroom management strategies (mean = 4.49), consistently integrating faith-based principles and structured approaches. Learners’ academic performance was rated very satisfactory (mean = 86.81), and behavioral outcomes were generally positive across value domains. Regression analysis showed that classroom management strategies significantly influenced academic outcomes, explaining 14.4% of the variance, but did not significantly affect behavioral outcomes. Qualitative findings indicated that behavioral concerns were multifaceted, including aggression, disengagement, emotional struggles, and contextual influences such as family environment and technology use, particularly among early adolescents. The study concludes that while structured and values-based classroom management effectively supports academic achievement, behavioral development requires broader, collaborative, and developmentally responsive interventions. These findings contribute to educational practice by informing the development of a Classroom Management Guidebook and reinforcing the importance of holistic approaches in Catholic secondary education.