Abstract
Effective classroom management establishes a safe, structured, and conducive learning environment where learners can focus on learning. This study determined the elementary school teachers’ classroom management strategies and students’ performance at the identified schools of Malabuyoc District, Malabuyoc, Cebu for the school year 2023-2024 as a basis for a management plan. This study is anchored on B. F. Skinner’s Theory of Behavior Modification and Lee and Marlene Canter’s Assertive Discipline. This study used a descriptive-correlational research design which established the significant relationships of the variables in the study. A total of 84 respondents participated in the study. The significant relationship between the teacher respondents’ profile years in teaching experience of 0.002 and relevant training and seminars attended to the extent of employment of Classroom Management strategies as perceived by themselves established a significant relationship of 0.043. The significant relationship between the Teacher Respondents’ Profile such as the years of teaching experience and the Usefulness of the Classroom Management Strategies as perceived by themselves established a significant relationship of 0.003. The significant relationship between the Principal Respondents’ Profile such as the relevant training and seminars attended and the extent of the teachers’ employment of Classroom Management Strategies as perceived by the principals themselves established a significant relationship of 0.047. The significant difference between the Teachers’ and Principals’ Ratings Towards the Management Strategies revealed that there is no significant difference of 0.516 which accepts the null hypothesis. These findings are important to know what factors affect the utilization of classroom management strategies. With this, it is important to encourage all teachers to continue to explore effective management strategies that sustain quality teaching-learning experiences among learners.
