ManuScript Details
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Paper Id:
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IJARW2984
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Title:
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TEACHERS’ MANAGEMENT PRACTICES AND LEARNERS’ CLASSROOM MISBEHAVIOR
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 10 |
| Pages: |
10
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| Published On: |
4/13/2026 10:40:53 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Phoebe Anne Vegatria Labay |
| Institute: |
Valencia Colleges (Bukidnon), Inc. Hagkol, Valencia City, Bukidnon, Philippines |
Co - Author Details
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Author Institute |
Abstract
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Research Area:
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Education |
| KeyWord: |
Teachers’ Management Practices, Discipline Strategies, Effective Communication, and Systematic Handling of Disruptive Behaviors, Classroom Misbehavior, Bullying, Cheating, and Cutting Classes |
| Abstract: |
This study examined the relationship between teachers’ management practices and learners’ classroom misbehavior at Bangcud National High School, District VII, Division of Malaybalay City during the School Year 2025–2026. Specifically, it determined the level of teachers’ management practices, the level of classroom misbehavior in terms of bullying, cheating, and cutting classes, and whether a significant relationship exists between the two variables. The study employed a descriptive–correlational research design. Total enumeration sampling was used, involving one hundred teacher-respondents. Data were gathered through a structured survey questionnaire was adapted. The instrument utilized a five-point Likert scale to measure responses. Mean and standard deviation were used to determine the level of teachers’ management practices and classroom misbehavior, while the Pearson Product–Moment Correlation Coefficient was employed to test the significant relationship between the variables.
Findings reveal that teachers' management practices consistently demonstrate very high levels across discipline strategies, communication, and handling disruptive behaviors. Classroom misbehaviors occur at varying frequencies, with bullying manifesting very often while cheating and cutting classes generally occur sometimes though specific instances like unauthorized absences appear very often. Statistical analysis indicates a weak but significant positive correlation between these practices and misbehavior: as teachers strengthen discipline and communication, misbehavior reports tend to increase slightly in a statistically reliable pattern unlikely due to chance. This counterintuitive result suggests effective management enhances detection and reporting of disruptions rather than causing them. The study concludes that effective classroom management remains a vital factor in addressing learner misbehavior in secondary school settings.
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Citations
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IEEE
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Phoebe Anne Vegatria Labay, "TEACHERS’ MANAGEMENT PRACTICES AND LEARNERS’ CLASSROOM MISBEHAVIOR", International Journal Of All Research Writings,
vol. 7, no. 10, pp. 140-149, 2026.
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MLA
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Phoebe Anne Vegatria Labay "TEACHERS’ MANAGEMENT PRACTICES AND LEARNERS’ CLASSROOM MISBEHAVIOR." International Journal Of All Research Writings,
vol 7, no. 10, 2026, pp. 140-149.
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APA
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Phoebe Anne Vegatria Labay (2026). TEACHERS’ MANAGEMENT PRACTICES AND LEARNERS’ CLASSROOM MISBEHAVIOR. International Journal Of All Research Writings,
7(10), 140-149.
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TEACHERS’ MANAGEMENT PRACTICES AND LEARNERS’ CLASSROOM MISBEHAVIOR
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TEACHERS’ MANAGEMENT PRACTICES AND LEARNERS’ CLASSROOM MISBEHAVIOR
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