Classroom Management Practices and Learning Behavior in Elementary Classrooms as Reported by Teachers

Abstract

This study examined classroom management practices and their relationship with learning behavior in elementary classrooms in Quezon District 1, Bukidnon, during School Year 2025–2026. A descriptive–correlational design was used. Data were collected through a researcher-made questionnaire administered to all elementary teachers using total enumeration.
Results showed that classroom management practices were very highly practiced across domains, including structured routines, consistent rule enforcement, guided collaboration, and behavioral interventions. Learning behavior was observed to a large extent, with cooperation and attention showing stronger manifestations than persistence and initiative.
A significant positive relationship was found between classroom management practices and learning behavior. Among the variables, learners’ collaboration showed the strongest correlation, although all relationships were weak to moderate.
The findings suggest that structured and collaborative classroom environments support positive learning behaviors. Schools are encouraged to strengthen professional development programs focused on effective management and collaborative instructional strategies.