Grade 6 Teachers’ Classroom Management Practices and Perceived Influence on Learner Behavior and Engagement

Classroom management plays an important role in establishing an organized and supportive learning environment that promotes positive learner behavior and engagement. This study explored the classroom management practices of Grade 6 teachers and their perceived influence on learners’ attentiveness, participation, cooperation, and discipline, as well as the challenges they encountered and the strategies they used to address classroom management concerns. A qualitative descriptive design was employed. Ten (10) Grade 6 teachers from selected public elementary schools in District I Luna La Union were purposively selected based on their direct experience in teaching Grade 6 learners. Data were collected through structured open-ended questionnaires focusing on classroom management practices, learner behavior, perceived influences, challenges, coping strategies, and recommendations. The data were analyzed using thematic analysis through familiarization with the responses, identification of significant statements, coding, and clustering of related responses into themes. Five themes emerged: Navigating Diversity Amid Limited Support; Active Participation Amid Fluctuating Attention; Creating Supportive Environments Through Responsive Classroom Management; Responding to Classroom Diversity Through Relational and Flexible Management; and Cultivating Positive Behavior Through Engaging and Relational Classroom Management. The findings revealed that clear rules and routines, positive reinforcement, engaging activities, teacher modeling, respectful correction, relationship-building, and flexible management were perceived by teachers as supporting positive learner behavior and engagement. Teachers also identified learner diversity, disruptive behavior, large class sizes, limited resources, time constraints, and inconsistent home support as major classroom management challenges. The study concludes that effective classroom management is a proactive, relational, responsive, and developmental practice that requires teacher competence and institutional support.