Exploring The Influence of Classroom Management Approaches of the Behavioral Development of Preschool Learners

This study examined the influence of classroom management approaches on the behavioral development of preschool learners. It focused on the implementation of strategies, and their impact on learners’ attention, engagement, rule-following, cooperation, and emotional regulation. The study also explored challenges faced by educators and the relationship between management strategies and learner behavior. Using a descriptive-correlational design, data were collected from preschool teachers. Analyses included frequency counts, weighted means, and Pearson correlation. Results showed that preschool educators frequently applied classroom management strategies, emphasizing positive behavior promotion and emotional and social support, while the organization of physical space received slightly less focus. These strategies positively influenced learner behavior, particularly emotional regulation, task persistence, attention, cooperation, and compliance with rules. Teachers reported moderate challenges, including managing diverse behavioral needs, time constraints, and limited resources, though managing large groups and maintaining rules were milder challenges. A strong, statistically significant positive correlation was found between the use of classroom management strategies and improvements in learner behavior. The study concludes that effective classroom management is vital for fostering positive behavioral and academic outcomes in preschool learners. Despite challenges, consistent application of these strategies creates a structured and supportive environment conducive to emotional and social development. Recommendations include enhancing the organization of routines and physical spaces, strengthening emotional and behavioral support, and addressing challenges through targeted training, additional resources, and administrative support. Ongoing professional development and a comprehensive action plan are essential to sustain and improve classroom management effectiveness and learner outcomes in early childhood education.