Teachers’ Preparedness for Behavioral Management in Inclusive Education: A Correlational on Academic Performance

The study determined the relationship between teachers' behavioral management practices and students' academic performance in Munai, Lanao del Norte. Utilizing a descriptive-correlational design, data were collected through a survey questionnaire administered to selected teachers via simple random sampling. The research focused on various dimensions of teacher behavior, including instructional skills, classroom management, value integration, and professional competence, to assess their impact on academic outcomes. Findings indicated that teachers' behavioral management practices were perceived as highly effective, with an overall mean score of 3.52 across key areas. Despite these positive evaluations, correlation analyses revealed no statistically significant relationships between the teachers' practices and students' academic performance, as p-values exceeded the 0.05 threshold for all examined variables. Specifically, aspects such as instructional skills and classroom management did not predict academic success meaningfully. While teachers in Munai exhibited effective behavioral management strategies, these alone may not suffice to enhance student achievement. This suggested the presence of other complex factors influencing academic outcomes, warranting further investigation into alternative contributors to student success beyond behavioral management practices. The study underscored the need for comprehensive approaches to understanding and improving academic performance in educational settings.