The main objective of this study was to investigate the relationship of classroom management continuum style, teaching competencies and professional development of teachers in selected schools in the District of Calauan, Laguna.               The study employed descriptive correlational method of research in assessing the relationship of classroom management continuum style, teaching competencies and professional development. This study was participated in by 200 teachers from selected schools in the District. The data were collected through a survey questionnaire adopted from reviewed literature with some modifications and researcher- made questionnaire. Simple descriptive statistics such as frequency count and percent distribution were used in describing the personal information of the respondents. Weighted mean and standard deviation were utilized in perceiving the classroom management style, teaching competencies and teachers professional development. To determine the relationship of the independent variable with the dependent variable, Pearson Product Moment Correlation Coefficient was used at 0.05 level of significance.   Based from the result, it was found out that using the behavior and instructional management scale, majority of the respondents were characterized as Interventionists. Perceptions on teachers professional development reveal significant correlation to classroom management continuum styles, both behavior and instructional management. Similarly, teachers professional development shows significant correlation to teaching competencies.

Classroom management continuum style

teaching competencies

teachers professional development