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

The investigation studied the management practices of teachers in the public elementary schools and its effects on the academic performance and learning behavior of students from Grade 1 to 6 in Rodriguez, Rizal, Philippines. There were 661 respondents, composed of teachers who particpated in the research. The methodological framework in which the study was conducted utilized descriptive-evaluative, 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 suggested that the teachers at the public elementary schools improve their practice of organized and systematic classroom routines. Developing classroom routine procedures before the start of the new academic year will prevent distractions and maximize teaching time while dealing with any class-related problem.