Abstract
This research aimed to foster the positive behavior among learners and Classroom management in selected schools of Valencia City, Bukidnon, during the School Year 2024-2025. Furthermore, this study followed a descriptive-correlation methodology. The findings demonstrated that the level of classroom management in terms of work atmosphere, student learning engagement, and instruction monitoring remained consistent. Furthermore, the extent of encouraging positive behavior among learners in terms of class regulation, class performance, and model behavior, as always. The findings also revealed a significant relationship between the level of classroom management in terms of work environment, pupil learning engagement, instructional supervision, and the extent to which positive behavior is cultivated in terms of class regulation, class performance, and model behavior. These findings imply that instructors should continue to use best practices for maintaining a well-organized work environment, generating engaging learning experiences, and providing comprehensive instructional supervision. Regular professional development, peer collaboration, and feedback methods should be promoted to help teachers improve their strategies. Additionally, educators should continue to enforce class rules, recognize student accomplishments, and demonstrate good behavior. Schools should provide ongoing training in effective behavior control tactics and foster a supportive learning environment. Furthermore, teamwork among teachers, parents, and school officials is critical in maintaining consistent behavioral expectations and ensuring that students develop strong values and social skills that contribute to their overall growth and success. Schools should offer ongoing professional development programs to help educators improve the skills needed for classroom management. Furthermore, encouraging collaboration among instructors, students, and parents can promote positive conduct and create a better learning environment.
