Teachers’ Classroom Management Practices and Learners’ Behavior

Classroom management plays a vital role in shaping learners’ behavior and overall classroom dynamics. This study examined the level of teachers’ classroom management practices and learners’ behavior. The specific issues involved reviewing the profile of teachers in terms of age, sex, position, teaching experience, highest educational attainment, seminars or trainings attended on classroom management, and class size. Learners’ profiles were also considered based on age and sex; measuring the level of classroom management practices, including establishing classroom rules, consistent enforcement of rules, behavior management, student engagement strategies, and positive reinforcement; assess learners’ behavior in terms of on-task behavior, respect for classroom rules, peer interaction, participation in learning activities, and self-regulation; and determine significant relationships and differences between these variables. The sample consisted of 150 Grade 6 teachers and 300 Grade 6 learners. The research utilized a descriptive-correlational research method, employing universal sampling and simple random sampling. Information was collected through researcher made questionnaire, Various statistical tools, including mean, percentage, standard deviation, f test and Pearson r correlation, were employed for data analysis. Key findings indicated that in the classroom management practices, establishing classroom rules got the highest mean while consistent enforcement of rules got the lowest mean. For learners’ behavior as rated by the teacher, respect for classroom rules got the highest mean while self-regulation got the lowest, which was interpreted as high. For learners’ self-assessment of their behavior, on-task behavior got the highest mean, which was interpreted as very high while respect for classroom rules got the lowest mean, which was interpreted as high. Notable correlations were identified between classroom management practices, and learners’ behavior. Significant differences were also observed in learners’ behavior when grouped according to both teacher and learner profiles. The research concludes that strengthening classroom management practices promotes positive learners’ behavior. The theory of classroom behavior responsiveness suggests that when teachers manage the classroom well, students behave better. Therefore, it recommends that teachers should undergo focused training on consistent rule enforcement, while schools must strengthen support for effective classroom management practices through ongoing professional development.