LEVERAGING SCHOOL LEADERSHIP: UPHOLDING CLASSROOM MANAGEMENT FOR ACADEMIC EXCEELENCE

Classroom Management

This study aimed to enhance classroom management practices by leveraging school leadership in the Municipality of Tago, Surigao del Sur for School Year 2024–2025. Guided by Kounin’s Classroom Management Theory, Transformational Leadership Theory, and Bandura’s Social Learning Theory, the research examined how leadership influences classroom effectiveness and student academic performance. A mixed-methods approach was employed, collecting data from 28 school heads and 35 Grade 6 teachers through surveys, interviews, and document analysis. Results revealed that classroom management practices were generally applied at a high or very high level, especially in communication style, teacher preparedness, and emotional intelligence. However, areas such as student involvement, behavior management, and flexibility in lesson delivery were identified as relatively weak. Despite these efforts, statistical analysis indicated no significant correlation between classroom management practices and student academic performance, which mostly fell under the “Nearly Proficient” level. This suggests that other external or contextual factors may be influencing learning outcomes more strongly. Qualitative findings highlighted recurring issues including student behavior, diversity, absenteeism, and limited parental involvement. These insights were crucial in designing a responsive supervisory program focused on professional development, reflective teaching, coaching, and enhancing school-home collaboration. The study concludes that classroom management is not solely the teacher’s responsibility but a shared endeavor requiring strong and supportive school leadership. Effective management practices flourish when leaders are actively engaged, provide targeted support, and foster a culture of collaboration and continuous improvement. As a result, the study recommends sustained capacity-building for both teachers and school heads, and the institutionalization of data-driven, reflective supervision to create consistent and meaningful improvements in classroom management and student learning.

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