Teachers’ Classroom Management Strategies and Their Influence on Learners’ Academic Performance

AUTHOR(S)

PABLITA JOYCE C. MONJE

ABSTRACT

—— This study examined the relationship between teachers’ classroom management strategies and learners’ academic performance in a secondary school in Cagayan, Philippines. Specifically, it assessed the level of teachers’ classroom management strategies in terms of establishing classroom rules and procedures, behavior management, classroom organization, and teacher-learner relationship, as well as the level of learners’ academic performance based on their class General Weighted Average (GWA). The study employed a descriptive-correlational research design involving 100 teacher respondents selected through simple random sampling. A researchermade questionnaire was used to gather data on classroom management strategies, while learners’ academic performance was obtained from school records. Data were analyzed using frequency count, percentage, mean, and Pearson Product-Moment Correlation Coefficient. Findings revealed that teachers demonstrated a high level of classroom management strategies, with an overall mean of 2.81. Learners likewise exhibited a very satisfactory level of academic performance, reflected by a mean GWA of 88.10. Furthermore, the results showed significant positive relationships between all dimensions of classroom management strategies and learners’ academic performance. Establishing classroom rules and procedures showed the strongest relationship with academic performance, while the teacher-learner relationship showed the weakest but still significant association. The study concludes that effective classroom management strategies contribute significantly to the academic success of learners. Keywords: classroom management strategies, classroom rules and procedures, behavior management, classroom organization, teacher-learner relationship, academic performance, secondary school