Classroom Management Style, Practices of Secondary Teachers and their Relationship to the Academic Performance of JHS Learners

Abstract

A culture of mutual respect and trust in the classroom encourages learning and reduces disturbances. This study sought to identify the classroom management practices of teachers in terms of Discipline, Teaching and Learning and personal dimensions to determine the learners’ academic performance for the SY 2023-2024; and find the significant relationship between classroom management practices and learners’ academic performance. The study utilized a quantitative descriptive research design. A survey was used to acquire quantitative data on teachers' classroom management practices. It also used frequency, percentage, mean, and standard deviation. Pearson Product Moment Correlation was used to determine the significant relationship between the variables. The respondents of the study were 107 teachers four public School of Aparri East and West District of Aparri.  Results showed that teachers Highly Practiced Rules and Procedures. However, not all the respondents agree that teachers are practicing or imposing Disciplinary Intervention. It can be concluded that teachers were able to establish clear set of rules and procedures that students can base their actions from which ensure better engagement and learning inside the classroom. It can be recommended that teachers need to improve the practice of disciplinary intervention in their classroom to better understand what is expected of them in terms of conduct and behavior.