Teachers’ Classroom Management and Self-Efficacy at Don Carlos Central Elementary School

Abstract

Classroom management and teacher self-efficacy are recognized as essential factors influencing instructional effectiveness and the quality of classroom learning environments. However, empirical evidence examining the relationship between these variables within localized Philippine elementary school settings remains limited. This study aimed to determine the relationship between teachers’ classroom management and self-efficacy at Don Carlos Central Elementary School during the School Year 2025–2026. Specifically, it assessed the level of teachers’ classroom management in terms of structured organization, discipline and behavior management, and collaboration with learners and peers; determined the level of teachers’ self-efficacy in terms of subject matter expertise, pedagogical skills, and communication skills; and examined the significant relationship between the two variables. The study employed a quantitative descriptive-correlational research design involving all 80 full-time teachers through total enumeration. Data were collected using validated survey questionnaires and analyzed using weighted mean and Pearson product-moment correlation coefficient. The findings revealed that teachers demonstrated a very high level of classroom management and a very high level of self-efficacy. Among the classroom management dimensions, collaboration with learners and peers obtained the highest mean, while communication skills ranked highest among the dimensions of teacher self-efficacy. Moreover, the analysis revealed a statistically significant positive relationship between teachers’ classroom management and self-efficacy. These findings indicate that teachers with stronger beliefs in their professional capabilities are more likely to demonstrate effective classroom management practices. The study highlights the importance of strengthening teachers’ instructional competence and professional confidence through continuous professional development initiatives. The findings provide empirical evidence that may guide school administrators and policymakers in designing interventions that enhance teacher effectiveness and foster more organized, supportive, and productive classroom environments.