Behavioral Management Practices and Teachers' Coping Strategies: Inputs for a Proposed Training Design

Abstract. This study examined Grade 3 teachers' behavior management practices and coping strategies to inform a proposed training design. Employing a descriptive-correlational research design, the study involved 40 purposively selected teachers from West Butuan District and selected schools in Northwest District, Butuan City. Data were gathered using adopted questionnaires measuring democratic, assertive discipline, preventive, and intervention approaches to behavioral management, alongside coping strategies involving social and professional support, time management, self-care and positive self-talk, and problem-solving. Findings showed that teachers practiced behavioral management approaches frequently and generally demonstrated high levels of coping strategies. Spearman's correlation analysis indicated a very weak, non-significant positive relationship between behavioral management practices and coping strategies. The findings also identified opportunities to strengthen professional support, collaborative problem-solving, and workload management. Based on these results, a 16-hour professional development workshop entitled "Stronger Together: Building Social Support for Teachers" was proposed. The study emphasizes the importance of targeted professional development in strengthening teachers' coping capacities and promoting supportive classroom environments. Keywords: behavioral management practices, teachers' coping strategies, classroom management, professional development, training design