• Maria Frethel B. Sumintan
• Gina F. Labitad

Teachers' classroom management practices on learners’ behavior management have been scrutinized for their impact on learner outcomes and overall classroom dynamics. This study aimed to determine the relationship between these practices on learners' behavior among 155 public elementary school teachers in the District of Manolo Fortich III, Division of Bukidnon. Specifically, it examined the respondents’ characteristics, assessed the level of teachers' classroom management practices, level of learners’ behavior and the relationship and differences between teachers' classroom management practices on learners’ behavior management. The researcher utilized a universal sampling technique and employed an adopted and modified questionnaire. The data were analyzed using descriptive statistics, including frequency, mean, standard deviation, Pearson correlation coefficient and t-tests. The findings reveal significant correlations between effective discipline practices and teachers' time management, influencing learners’ behavior. Consistent enforcement of rules and fair treatment enhances participation, reduces disruptions, and supports emotional management, fostering a respectful classroom. Effective time management, through organized lessons and schedules, crucially maintains learner engagement. However, the physical environment and routines, while aiding learner well-being, minimally affect behavior compared to teacher-learner interactions and proactive strategies. Prioritizing interactive management over environmental factors underscores ongoing professional development's role in enhancing teaching effectiveness and fostering positive attitudes. Time management notably influences learner behavior, whereas the physical environment’s impact is minimal, suggesting a holistic approach integrating effective time management for optimal behavioral outcomes. Significant differences in classroom management skills are observed based on teaching experience, higher educational qualifications, and a positive attitude. Teaching experience enhances strategy refinement and classroom organization, while higher qualifications contribute advanced knowledge and evidence-based practices. A positive attitude fosters a supportive and engaging learning environment. In conclusion, effective classroom management integrates disciplined practices, efficient time use, proactive strategies, teaching experience, ongoing professional development, and positive educator attitudes, all crucial for supporting and motivating learners. Continued investment in these areas is essential for sustaining and improving educational outcomes. It is recommended that in improving teaching practices requires enhancing educational qualifications and fostering positive attitudes towards classroom management. Continuous professional development and attitudinal training are essential. Involving learners in setting norms and encouraging parental support for discipline and time management can also enhance classroom dynamics.

classroom management practices, behavior management

"Teachers’ Classroom Management Practices On Learners’ Behavior Management", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 8, page no.e162-e187, August-2024, Available :http://www.jetir.org/papers/JETIR2408418.pdf

"Teachers’ Classroom Management Practices On Learners’ Behavior Management", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 8, page no. ppe162-e187, August-2024, Available at : http://www.jetir.org/papers/JETIR2408418.pdf