Teachers’ Classroom Management Practices: Their Influence On Learners’ Academic Behavior and Performance

This study explored the classroom management practices of teachers and their influence on learners’ academic behavior and performance in the Schools Division of Antique during the 2024–2025 school year. A total of 365 Teachers-in-Charge participated, selected to ensure representation across grade levels and subject areas. The study aimed to determine how teachers’ approaches to organizing learning activities, establishing classroom rules, monitoring student behavior, and providing feedback affect students’ engagement and academic outcomes. Findings revealed that teachers consistently demonstrated effective classroom management practices, creating structured and supportive learning environments that fostered student attentiveness, active participation, and adherence to classroom norms. Learners displayed high levels of academic behavior, characterized by responsibility, cooperation, and commitment to learning. Their academic performance was generally satisfactory to very satisfactory, reflecting the positive classroom climate established by teachers. The study further found that effective classroom management is closely linked to improved student behavior and higher academic achievement, highlighting the importance of teachers’ ability to maintain order, encourage participation, and provide constructive feedback. The study concludes that strong classroom management practices are crucial for promoting both positive learner behavior and academic success. It recommends that teachers continue refining these skills, while school administrators provide ongoing professional development and support to enhance instructional management. By prioritizing effective classroom practices, schools can create environments that not only improve academic performance but also foster students’ holistic development and lifelong learning habits.