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

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.

classroom management, learning behavior, collaboration, task persistence, motivation, elementary learning

1. Aksoy-Pekacar, K. (2023). Task-related collaborative behaviours in task-based oral peer interactions. The Language Learning Journal, 52, 397–413. https://doi.org/10.1080/09571736.2023.2193577 [Google Scholar] [Crossref]

2. Alojacin, G. S., & Tantiado, R. C. (2023). Classroom management practices and learners’ academic performance. International Journal of Research Publications. [Google Scholar] [Crossref]

3. https://doi.org/10.47119/ijrp1001261620224978 [Google Scholar] [Crossref]

4. Amponsah, E., & Tawia, S. (2023). Classroom behavior management and learner motivation in basic schools: A correlational study. International Journal of Educational Management, 37(2), 179–193. https://doi.org/10.1108/IJEM-06-2022-0256 [Google Scholar] [Crossref]

5. Bakhtiar, A., & Hadwin, A. (2020). Dynamic interplay between modes of regulation during motivationally challenging episodes. Frontline Learning Research, 8(2). [Google Scholar] [Crossref]

6. https://doi.org/10.14786/flr.v8i2.561 [Google Scholar] [Crossref]

7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

8. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1 [Google Scholar] [Crossref]

9. Bellhäuser, H., & Siegfried, S. (2025). Digital collaborative learning in education. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1572277 [Google Scholar] [Crossref]

10. Du, H., Yang, Z., Wu, Y., & Xie, N. (2024). Improving cooperation via joint intrinsic motivation exploration. International Conference on Data-driven Optimization of Complex Systems. [Google Scholar] [Crossref]

11. https://doi.org/10.1109/DOCS63458.2024.10704285 [Google Scholar] [Crossref]

12. Espela, M. E. P., Dela Cruz, E. S., & Santiago, R. J. (2021). The GRIN approach: Minimizing disruptive behaviors and increasing academic engagements. International Journal on Trends in Education and Their Implications, 3(4), 195–218. https://doi.org/10.31149/IJOT.V3I4.1690 [Google Scholar] [Crossref]

13. Guzmán, J., & Zambrano, J. (2024). Effects of split-attention and task complexity on learning. Education Sciences. https://doi.org/10.3390/educsci14091035 [Google Scholar] [Crossref]

14. Jayme, P. I. B., & Tantiado, R. C. (2025). Teachers’ classroom management practices and learners’ behavior. International Journal of Multidisciplinary Research and Analysis. [Google Scholar] [Crossref]

15. https://doi.org/10.47191/ijmra/v8-i05-04 [Google Scholar] [Crossref]

16. Kirkland, D., & O’Connor, E. (2020). Managing behavior proactively: Its impact on student engagement. Journal of Classroom Interaction, 55(1), 18–30. [Google Scholar] [Crossref]

17. Lee, H.-J. (2024). Self-determination motivation in collaborative learning. Journal of Learner-Centered Curriculum and Instruction. https://doi.org/10.22251/jlcci.2024.24.7.521 [Google Scholar] [Crossref]

18. Lugrin, N., & Konovalov, A. (2025). Manipulating attention facilitates cooperation. Communications Psychology, 3. https://doi.org/10.1038/s44271-025-00206-9 [Google Scholar] [Crossref]

19. Maliksi, R. M., & Ching, D. A. (2023). Mediating effect of classroom behavioral management. International Journal of Research Publications. https://doi.org/10.47119/ijrp1001301820235342 [Google Scholar] [Crossref]

20. Pöysä-Tarhonen, J., Awwal, N., Häkkinen, P., & Otieno, S. (2021). Joint attention behaviour in collaborative problem solving. Research and Practice in Technology Enhanced Learning, 16, 1–24. https://doi.org/10.1186/s41039-021-00160-0 [Google Scholar] [Crossref]

21. Samarasinghe, D., Barlow, M., & Lakshika, E. (2023). Collaborative learning and task engagement. Springer. https://doi.org/10.1007/978-981-99-8391-9_26 [Google Scholar] [Crossref]

22. Scoular, C. (2021). Monitoring collaboration skills. Research Conference 2021. [Google Scholar] [Crossref]

23. https://doi.org/10.37517/978-1-74286-638-3_15 [Google Scholar] [Crossref]

24. Skinner, B. F. (1953). Science and human behavior. Macmillan. [Google Scholar] [Crossref]

25. Xu, J., Pi, Z., Liu, M., Ye, C., & Hu, W. (2025). Task motivation and learning scaffolding. Instructional Science. https://doi.org/10.1007/s11251-024-09698-0 [Google Scholar] [Crossref]

26. Zhang, S., Yin, Z., Lu, S., Cai, Z.-G., & Li, Q. (2025). Collaborative knowledge construction processes. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2025.101774 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study