Teacher soft skills as predictors of effective student behavior management in inclusive classrooms

This study examined the relationship between teacher soft skills and student behavior management in inclusive classrooms at Sabang Elementary School during the 2025–2026 school year, serving as the basis for a proposed Action Plan. It described the demographic profile of the respondents, including age, gender, years of teaching experience, and highest educational attainment. The study assessed teachers’ self-perceived soft skills—communication, empathy, patience, and adaptability—and their actual demonstration of classroom management practices, such as enforcing rules, applying positive reinforcement, adjusting classroom arrangements, and collaborating with colleagues and parents. Additionally, it investigated whether a significant relationship existed between perceived soft skills and demonstrated behavior management. Data were collected using structured survey questionnaires and analyzed through descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, while Pearson’s correlation coefficient was used to determine the relationship between the two variables. Findings indicated that teachers perceived themselves as highly competent in using soft skills to manage student behavior and consistently applied effective classroom management strategies, demonstrating readiness to handle diverse student needs. However, the analysis revealed no significant relationship between self-perceived soft skills and demonstrated practices, suggesting that other factors, such as experience, contextual support, or institutional resources, may influence behavior management outcomes. Based on these results, a proposed Action Plan was developed to enhance teacher competencies, strengthen classroom management strategies, and promote inclusive learning environments that support positive student behavior, engagement, and equitable opportunities for all learners at Sabang Elementary School.