Teacher’s Classroom Management on Student’s Attitude Among 1st Year College Students

This study explored the link between teachers' classroom management practices and students' attitude among firstyear 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.