Success-Oriented, Assertive, and Behavior Modification Classroom Management Approaches of Teachers and Their Relationship to Instructional Effectiveness in Candelaria East District

This study examined the relationship between teachers' classroom management approaches and instructional effectiveness among public elementary school teachers in the Candelaria East District, Division of Quezon. Specifically, it focused on three classroom management approaches: Success-Oriented, Assertive, and Behavior Modification. Recognizing the importance of effective classroom management in fostering a conducive learning environment and enhancing student outcomes, the study sought to determine teachers' utilization of these approaches and their relationship to instructional effectiveness. A descriptive-correlational research design was employed. The respondents were 155 teachers from seven selected public elementary schools in Candelaria East District. A researcher-made questionnaire was utilized to gather data on classroom management approaches and instructional effectiveness. Instructional effectiveness was measured in terms of interpersonal skills, work commitment, classroom management, teaching methodology, and skills performance. Descriptive statistics, including frequency, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient (Pearson r), were used to analyze the data and determine the relationship between the variables. The findings revealed that teachers frequently utilized the Success-Oriented, Assertive, and Behavior Modification approaches in managing their classrooms. Instructional effectiveness was generally rated high, with interpersonal skills and classroom management assessed as almost always evident, while work commitment, teaching methodology, and skills performance were rated as often evident. Overall, the respondents demonstrated effective instructional practices. Furthermore, the study established a strong and statistically significant relationship between classroom management approaches and instructional effectiveness. This finding suggests that effective classroom management plays a vital role in enhancing the quality of instruction and overall teacher performance. The results underscore the importance of strengthening teachers' classroom management competencies through continuous professional development programs and administrative support, which may contribute to improved instructional effectiveness and better educational outcomes.