Teachers’ Classroom Management and Their Attitudes towards Parental Involvement

Classroom management is a fundamental responsibility of teachers as it shapes the learning environment and student behavior. This study aimed to determine the relationship between teachers’ classroom management and their parental involvement practices as perceived by parents. A quantitative descriptive–correlational research design was employed. The respondents consisted of 156 public elementary school teachers and 156 parents from the Schools Division of Tangub City, selected through stratified random sampling and purposive sampling, respectively. A researcher-made questionnaire using a 4-point Likert scale was utilized to gather the data, which were analyzed using frequency, percentage, mean, standard deviation, Pearson’s r, and the Kruskal–Wallis test. The findings revealed that teachers demonstrated a very high level of classroom management and parental involvement practices. A moderate positive and significant relationship was found between teachers’ classroom management and their parental involvement practices. Furthermore, no significant differences were observed in both classroom management and parental involvement practices when grouped according to age, educational attainment, and length of service. The study concludes that classroom management is significantly associated with teachers’ parental involvement practices, highlighting the importance of sustaining effective classroom management and teacher–parent engagement to support students’ learning.