Classroom Management Practices of Teachers and Their Effects on the Academic Performance and Learning Behavior of Pupils in Public Schools in Rodriguez, Rizal, Philippines: Basis for a Conceptual Model

Abstract

Classroom management is a cornerstone of effective teaching, shaping the learning environment and influencing pupils’ academic performance and behavior. In the Philippine public school context, teachers face challenges such as overcrowded classrooms, diverse learner needs, and limited resources. This study examined the classroom management practices of teachers in Rodriguez, Rizal, and their effects on pupils’ academic performance and learning behavior, with the goal of crafting a conceptual model for improvement.

Employing descriptive-evaluative, comparative, and correlational designs, the study surveyed 661 public elementary school teachers from Grades 1 to 6. Data were collected through validated questionnaires and analyzed using statistical tools, including Pearson correlation, at a 0.05 level of significance.

Findings revealed significant differences in classroom management practices and pupils’ learning behaviors when grouped according to teacher profile variables. A moderate but significant relationship was found between classroom management practices and academic performance (r = 0.637, p < 0.05), as well as between classroom management practices and learning behaviors. Academic performance and learning behaviors were also significantly correlated (r = 0.537, p < 0.05).

Effective classroom management practices positively influence pupils’ academic performance and learning behaviors. Teachers are encouraged to adopt systematic routines, clear rules, and structured environments to minimize disruptions, maximize instructional time, and foster engagement. The study recommends a conceptual model to guide teachers in enhancing classroom management and improving learner outcomes.