Authors : Jeorenz Aton; Lynette Aranton; Marjorie A. Gregorio; Josper Gian Rabadon; Marry Jean Orag; Dr. Jandy T. Bongcayat; Dr. Gretchen C. Tajaran; Jeanverly Grethel M. Mantilla; Roland Felix Payos

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/bdhwa3mn

Scribd : https://tinyurl.com/2eth6w4k

DOI : https://doi.org/10.38124/ijisrt/25nov1479

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored the link between teachers' classroom management practices and students' attitude among first- year college students. Using a descriptive-correlational design, data from 106 respondents were collected via complete enumeration. Statistical analysis revealed a strong positive correlation between classroom management—including time management and discipline—and students' attitude, marked by increased engagement and confidence. Effective practices boosted engagement and self-confidence, while inconsistent ones reduced motivation and participation. Findings highlighted students' self-regulation weaknesses, stressing the need for improved classroom management to enhance attitudes. Consequently, educators should integrate attitude-building activities like interactive discussions, goal-setting, and feedback into routines. Institutions should promote teacher-student collaborations through workshops and professional development on adaptive management. Teachers must balance structure with supportive interactions, and students should foster active participation, self-awareness, and coping strategies. Guidance counselors can develop programs to enhance motivation, resilience, and interpersonal skills. Future research should examine classroom management methods that directly improve engagement and confidence.

Keywords : Education, Classroom Management, Student's Attitude, Descriptive-Correlational Design, Statistical Analysis, Student Engagement, Philippines.

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