As schools worldwide continue to recover from learning disruptions and adapt to increasingly diverse classrooms, educators face growing challenges in maintaining student attention, encouraging participation, and managing behavior. Classroom management has become more than enforcing rules—it now encompasses building positive learning environments where students feel motivated, respected, and actively involved in lessons.
Previous educational research has consistently linked effective classroom management with stronger academic performance and improved student well-being. However, differences in teachers’ experience, confidence, and instructional approaches often lead to varying outcomes inside classrooms. Recognizing these challenges, the researchers examined how classroom management strategies are implemented by teachers at Isabela National High School in Isabela Province, Philippines, and how those strategies influence student engagement, discipline, and participation.
Simple Survey of Teachers Reveals Strong Classroom Practices
The researchers employed a quantitative correlational research design involving 30 teachers selected through simple random sampling at Isabela National High School.
Participants completed a structured questionnaire designed to evaluate both the classroom management strategies they regularly used and the effectiveness of those strategies in promoting student engagement, classroom discipline, and participation in learning activities. The responses were analyzed using descriptive statistics and correlation analysis to determine whether stronger classroom management practices were associated with better educational outcomes.
Preventive Classroom Management Ranked Highest
The study found that teachers reported a very high level of classroom management implementation, particularly in preventive approaches that reduce classroom disruptions before they occur.
Among the three major management approaches assessed:
- Preventive management strategies received the highest overall rating (Mean = 3.40, Very High).
- Instructional management strategies followed with Mean = 3.26 (Very High).
- Behavioral management strategies scored Mean = 3.23 (High).
- The overall classroom management score reached 3.30, indicating a Very High level of implementation.
Teachers most frequently reported establishing clear classroom rules, maintaining consistent routines, encouraging positive behavior, and setting expectations at the beginning of lessons. These preventive practices help minimize behavioral problems before they arise while supporting an orderly learning environment.
The researchers also observed that instructional strategies—such as using varied teaching methods, providing clear explanations, and actively engaging students—were consistently applied. Technology integration received a slightly lower score than other instructional practices, suggesting room for further improvement in digital classroom management.
Student Engagement Shows the Strongest Improvement
The effectiveness analysis revealed similarly positive results.
Among the three educational outcomes evaluated:
- Student engagement received the highest effectiveness score (Mean = 3.31, Very High).
- Learning participation followed closely (Mean = 3.28, Very High).
- Classroom discipline recorded Mean = 3.24 (High).
- Overall effectiveness reached Mean = 3.28, indicating a Very High level of success.
Students were reported to participate actively in discussions, complete classroom activities, collaborate with classmates, and demonstrate greater interest in learning. While teachers were generally successful in maintaining classroom discipline, the study noted that managing disruptive behavior remained more challenging than promoting student engagement.
Strong Statistical Relationship Between Management and Learning Outcomes
Perhaps the study's most important finding is the statistically significant relationship between classroom management and student outcomes.
The researchers found:
- Classroom management and student engagement: r = 0.68
- Classroom management and classroom discipline: r = 0.62
- Classroom management and learning participation: r = 0.70
All three relationships were statistically significant, indicating that stronger classroom management practices are consistently associated with higher levels of student engagement, better classroom discipline, and increased participation in learning activities.
Practical Benefits for Schools and Teachers
The findings suggest that schools should prioritize preventive classroom management rather than relying primarily on disciplinary interventions after problems occur.
Professional development programs can help teachers strengthen behavioral management skills, integrate technology more effectively into classroom instruction, and learn evidence-based strategies for maintaining student motivation. Mentorship programs pairing experienced educators with newer teachers may also accelerate the adoption of effective classroom management practices.
School administrators could further support teaching quality by regularly monitoring classroom management practices and providing constructive feedback to teachers. These improvements may ultimately contribute to stronger academic performance and more positive school environments.
Insight from the Researchers
Velasco and Dumalig of Northeastern College, Inc. conclude that effective classroom management extends well beyond maintaining order. Their findings indicate that preventive strategies, structured instruction, and consistent classroom routines work together to foster student engagement, encourage participation, and create learning environments that support academic success.
Author Profile
Edna A. Velasco is a graduate student at the Graduate School, Northeastern College, Inc., Santiago City, Isabela, Philippines. Her research focuses on educational management, classroom practices, and teaching effectiveness.
Celso C. Dumalig serves as the corresponding author of the study and is an education researcher specializing in teacher effectiveness, classroom management, instructional improvement, and educational leadership in the Philippines.
Source
Velasco, Edna A., & Dumalig, Celso C. (2026). Effectiveness of Classroom Management Approaches Utilized by Teachers at Isabela National High School. Formosa Journal of Multidisciplinary Research (FJMR), Vol. 5, No. 7, pp. 2181–2194.
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