Teachers' Classroom Management Practices as Predictors of Academic Performance Among Grade 6 Learners

Effective classroom management goes beyond maintaining discipline; it creates a learning environment where students feel supported, engaged, and motivated to succeed. This study examined teachers’ classroom management practices as predictors of academic performance among Grade 6 learners at Dicamay Integrated School, San Mariano 1 District, Schools Division of Isabela. Using a quantitative descriptive-correlational framework, the study focused on five dimensions: classroom rules and routines, behavioral management, instructional organization, teacher–learner interactions, and positive reinforcement. Teacher questionnaires and learners’ academic records served as the proposed data sources. Hypothetical results demonstrated very high classroom management practices, with teacher–learner interactions obtaining the highest mean. Significant positive correlations were observed between academic performance and teacher–learner interactions, instructional organization, and classroom rules and routines. The demonstration regression model explained 43.0% of the variation in academic performance, although no individual dimension emerged as a statistically significant independent predictor. These findings highlight the potential value of structured, supportive, and learner-centered classrooms. A Classroom Management Enhancement Plan was proposed to strengthen instructional strategies, positive interactions, and behavioral support. Actual data collection and analysis remain necessary to validate these patterns and establish evidence-based recommendations for improving Grade 6 learning outcomes within the school community and similar educational settings.