Classroom Management Practices of Teachers, Learning Engagement, and Academic Achievement of Pupils

Abstract

This study determined the relationship between classroom management practices, learning engagement, and academic achievement among Grade 4 to 6 pupils in one of the schools in Negros Island Region during the School Year 2025–2026. Using a descriptive-correlational research design, the study involved 133 pupil-respondents selected through stratified random sampling from a total population of 200 learners. Data were gathered through a researcher-made questionnaire that assessed classroom management practices in terms of setting classroom rules, maintaining a conducive learning environment, building positive relationships, imposing disciplinary actions, and motivating learning behavior. The study also evaluated pupils’ learning engagement in terms of behavioral, affective, and cognitive engagement, as well as their academic achievement based on their general average. Findings revealed that teachers manifested a high level of classroom management practices, while pupils demonstrated favorable levels of learning engagement and academic achievement. Significant relationships were found between classroom management practices, learning engagement, and academic achievement, indicating that effective classroom management positively influences pupils’ participation, motivation, and academic performance.