Learning Environment as Predicted by Instructional Delivery and Classroom Management Among English Teachers

A conducive learning environment is fundamental to effective teaching and student success, yet many secondary schools continue to face challenges in establishing classroom conditions that foster meaningful learning. This study examined the predictive influence of instructional delivery and classroom management on the learning environment among Junior High School English teachers in public secondary schools. Employing a quantitative predictive research design, data were collected from 150 purposively selected English teachers during the 2025–2026 academic year using three standardized and validated questionnaires measuring instructional delivery, classroom management, and learning environment. Descriptive statistics, Pearson product–moment correlation, and multiple linear regression analyses were used to analyze the data. The findings revealed that instructional delivery, classroom management, and learning environment were all rated very high by the respondents. Correlation analysis showed that instructional delivery (r = .708, p < .001) and classroom management (r = .815, p < .001) were both significantly and positively associated with the learning environment. Multiple regression analysis further demonstrated that instructional delivery and classroom management significantly predicted the learning environment, collectively explaining 67.5% of its variance (R² = .675, F = 153.00, p < .001). Among the predictor variables, classroom management emerged as the stronger predictor, underscoring the critical role of clear expectations, consistent routines, and effective classroom organization in fostering conducive learning conditions. The findings partially support Classroom Management Theory, emphasizing that well-structured classroom systems are essential for creating positive educational environments. The study concludes that strengthening teachers' instructional delivery and classroom management competencies can substantially enhance the quality of learning environments in inclusive education. The findings provide empirical evidence to inform professional development programs, school improvement initiatives, and policy interventions aimed at promoting inclusive, engaging, and supportive classroom environments.