Abstract
Technology has become a defining feature of contemporary classrooms, influencing instructional design, student engagement, and overall classroom dynamics. In English Language Teaching (ELT), the integration of technology has shifted traditional practices, offering opportunities for innovation while introducing new complexities. This study uniquely investigates the relationship between technology use and classroom management among secondary English teachers, explicitly addressing a gap in the literature where these factors are often studied separately. It examines how digital tools influence instructional organization, behavioral management, and interaction patterns. A quantitative descriptive-correlational research design captured the extent of teachers' technology use and its relationship to classroom management strategies. Survey data were collected from English teachers in urban secondary schools. The descriptive component identified prevailing patterns of technology use and classroom management approaches, while the correlational analysis explored the associations between variables. The findings indicate that technology use has a substantial impact on all dimensions of classroom management, with behavioral control and instructional organization showing the highest mean scores. Teachers use a variety of digital tools with clear pedagogical purposes and moderate to high competence. Significant positive correlations exist between technology use and all variables related to classroom management. Overall, these findings provide strong evidence that effective technology use enhances classroom management practices in English classrooms. By contributing to the growing body of research on technology-enhanced pedagogy, this study provides practical insights for educators, administrators, and policymakers. It emphasizes balancing innovation with structure, ensuring that classroom technology fosters inclusive, engaging, and well-regulated learning environments.
