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

Liberty  G. Castino,

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

Discipline: Education

Abstract:

The investigation studied the management practices of teachers in the public elementary schools and its effects on the academic perfor-mance and learning behavior of students from Grade 1 to 6 in Rodri-guez, Rizal, Philippines. There were 661 respondents, composed of teachers who particpated in the research. The methodological frame-work in which the study was conducted utilized descriptive-evalua-tive, descriptive-comparative, and descriptive-correlational research designs. The results showed that there were significant differences among all variables concerning the teachers' assessment of pupils' learning behavior and classroom management practices. Also, there was a significant relationship found between classroom management practices and pupils' academic performance at a Pearson correlation coefficient (r) of 0.637, showing a moderate relationship. In the same way, there is also a strong relationship that exists between classroom management and learning behaviors of pupils. The analysis indicated a strong moderate relationship between academic performance and learning behavior, with a Pearson correlation coefficient (r) value of 0.537 and p-value of 0.000. From the findings, the researcher sug-gested that the teachers at the public elementary schools improve their practice of organized and systematic classroom routines. Devel-oping classroom routine procedures before the start of the new aca-demic year will prevent distractions and maximize teaching time while dealing with any class-related problem.

References:

Acosta, & Cañedo. (2025). Study on classroom management challenges among elementary teachers in Central Philippines.
Alojacin, & Tantiado. (2023). Classroom management practices in North 3 District, Division of Gingoog City.
Alonzo, et al. (2023). Teacher decision-making in classroom management.
Avila. (2025). Parental involvement and pupils’ learning achievement in homework activities.
DepEd Order No. 10, s. (2024). Philippine Professional Standards for Teachers (PPST). Department of Education, Philippines.
Deysolong. (2023). Effects of assignments on students’ learning behavior.
Falcon, et al. (2025). Cognitive development, environment, and attention span of learners.
Gou, et al. (2024). Homework and academic achievement study.
Grumal, et al. (2024). Factors affecting learners’ attention among Grade 6 pupils in CALABARZON.
Hosan, & Weiyan. (2022). Classroom management and student learning outcomes. Publication details not provided.
Jayme, & Tantiado. (2025). Classroom management and learners’ behavior in Bukidnon.
Limbantobing, Silalahi, & Tampubolon. (2020). Challenges in classroom management among primary teachers.
Li, Wang, & Xie. (2024). Student learning behaviors and academic performance.
Lopez-Pelcastre. (2023). Classroom routines and instructional management.
Madera, Magnaye, & Luteria. (2025). Class-room activities and student motivation in Binan, Laguna.
Moreno. (2020). Factors affecting pupil aca-demic performance in Lipa City.
Padilla. (2022). Study habits during alternative learning modalities.
Pido, & Baguio. (2025). Decision-making and classroom management practices.
Putra, & Yanto. (2024). Academic performance and teacher effectiveness.
Rone, et al. (2023). Student motivation and engagement in classroom learning.
Roque, Macasayon, & Manibpel. (2025). Technology integration and the attention span of 21learners.
Schrole. (2024). Global trends in classroom management.
Swargiary. (2023). Learning behaviors and academic performance.
UNESCO International Institute for Educational Planning (IIEP). (2018). Teacher management and classroom effectiveness for quality education. UNESCO.
Unal, & Unal. (2023). Classroom management challenges in education.
Wahdi. (2024). Learning environment and student focus and interest.