Teachers’ Classroom Management Practices, Learners’ Social Skill and Learning Behavior

De Jan T. Esparar

doi:10.36948/ijfmr.2026.v08i01.67475

Teachers’ Classroom Management Practices, Learners’ Social Skill and Learning Behavior

Author(s)	De Jan T. Esparar
Country	Philippines
Abstract	This study examined the relationship between teachers’ classroom management practices and learners’ social skills and learning behavior in the Schools Division of Iloilo during the academic year 2024–2025. The research aimed to determine the level of classroom management practices demonstrated by teachers, including classroom rules, discipline management, instructional strategies, and teacher-student interaction, and to assess learners’ social skills and learning behavior. A descriptive-correlational research design was employed, with 365 respondents selected using stratified random sampling to ensure representation across grade levels. Data were collected through a researcher-made questionnaire, which was validated by experts and pilot-tested, yielding a Cronbach’s alpha of 0.89, indicating high reliability. Results showed that teachers’ classroom management practices were at a moderately high level, with classroom rules and structure receiving the highest ratings. Learners’ social skills were also rated moderately high, particularly in cooperation and communication, while learning behavior was similarly rated, with task engagement scoring the highest. Pearson correlation analysis revealed a significant positive relationship between classroom management practices and learners’ social skills and between classroom management practices and learning behavior. Demographic analysis indicated no significant differences based on gender, though higher-grade students demonstrated slightly higher scores in social skills and learning behavior. The study concludes that effective classroom management significantly enhances learners’ social competence and learning behaviors. Schools are encouraged to implement structured classroom management strategies and programs to support holistic student development.
Keywords	classroom management, social skills, learning behavior, teachers, students, Iloilo
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-31
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.67475

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Teachers’ Classroom Management Practices, Learners’ Social Skill and Learning Behavior

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