Author
Janet P. Abella
Cebu Technological University – Main Campus
Cebu City, Philippines
Email: jabella0928@gmail.com
Abstract
This study evaluated the relationship between teacher soft skills and student behavior management in inclusive classrooms at Buanoy National High School during the 2025–2026 school year, serving as the basis for a proposed Action Plan. It examined the demographic profile of 30 respondents and assessed both their perceived competence in soft skills. Data were collected using structured survey questionnaires and analyzed through descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, while Pearson’s correlation coefficient was applied to determine the relationship between perceived soft skills and behavior management practices. Findings revealed that teachers generally perceived themselves as moderately competent in soft skills, particularly in adapting approaches to individual student needs and adjusting communication to behavioral challenges. Similarly, their demonstration of classroom management strategies reflected agreement with effective practices, notably positive reinforcement and consistent rule enforcement. However, correlation analysis indicated a negligible positive relationship, which was not statistically significant, suggesting that teachers’ perceptions of their soft skills did not directly translate into measurable differences in classroom management. The study concluded that targeted professional development is necessary to strengthen the practical application of soft skills in managing student behavior. The findings recommend the development of a proposed Action Plan designed to enhance teachers’ competencies, support consistent classroom management practices, and foster a more inclusive and well-managed learning environment at Buanoy National High School.
Keywords: Special education, academic demands, behavioral management, teachers’ perceived competence, action plan, Buanoy National High School
DOI: http://doi.org/10.69651/PIJHSS0404688
Recommended citation:
Abella, J. P. (2025). Evaluating the influence of teacher soft skills on classroom behavior management in inclusive school. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7546-7556. http://doi.org/10.69651/PIJHSS0404688
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