Behavioral management is essential for academic success. Educators can create a positive and supportive learning environment that encourages engagement, motivation, and a love for learning. By establishing a positive and supportive learning environment that reinforces positive behavior, educators can create a space that fosters engagement, motivation, and a desire to learn. Effective behavioral management strategies, such as clear expectations for behavior, positive reinforcement for academic achievements, and targeted interventions for struggling students, can help learners stay on track and succeed academically. Hence the purpose of this research is to assess the different strategies involved in the classroom behavioral management of teachers on students. Additionally, the study investigated the academic success of Grade 6 learners at Sto.Tomas South Central School. This paper finds on the manifested classroom behavioral management among learners in the aspects of Classroom Environment (3.18), Class schedule (3.19), Students Ability (3.13) and Health Status (3.19). An overall mean of 3.30 which means that the utilization of behavioral management strategies in the employed teaching techniques, overall mean of 3.31 teacher-student rapport and an average score of 3.29 on reward system is highly practiced. And on the level of academic success of the Grade 6 pupils, the respondents observed that learners gained high academic performance as to their Academic Skills (3.19), Internal Motivation (3.22), External Motivation (3.26), Concentration (3.21), Socialization (3.22), Career Decidedness (3.20) and Personal Adjustment (3.22). Based form the result of this study, the hypothesis stating that there is no significant relationship between the assessment of classroom behavioral management and the utilization of behavioral management strategies is not sustained as well as the hypothesis stating that there is no significant relationship between the assessed classroom behavioral management and level of academic success of the Grade 6 pupils is not sustained. Thus, it has been concluded that the hypotheses presented in this study were not sustained and therefore, the null hypothesis was rejected. With this, it is recommended for teachers to give priority to utilizing behavioral management strategies, specifically in incentivizing positive behavior. This can be achieved by providing regular feedback, offering tangible rewards, and cultivating a classroom culture that reinforces desirable behavior. Additionally, it is crucial for teachers to receive ongoing training and support in implementing effective behavioral management techniques to ensure their sustained success. By prioritizing the use of behavioral management strategies, teachers can create an environment that fosters positive behavior and supports academic success for all learners.

students ability

academic success

behavioral management