Author

Danica M. Simbajon
Cebu Technological University – Main Campus
Cebu City, Philippines
Email: nikkimoncada477@gmail.com

Abstract

This study aimed to evaluate the relationship between teacher soft skills and student behavior management in inclusive classrooms at Cornelio C. Melgar Elementary School during the school year 2025–2026, serving as the foundation for a proposed Action Plan. The research focused on teacher respondents and examined their demographic profile. It assessed the degree to which teachers perceived their soft skills alongside their actual demonstration of classroom management practices. Data were collected using structured survey questionnaires and analyzed through descriptive statistics, while Pearson’s correlation coefficient determined the relationship between teachers’ self-perceived soft skills and their demonstrated behavior management. Findings revealed that teachers were generally early-career professionals, predominantly female, and largely held Bachelor’s degrees. Teachers reported confidence in their soft skills, particularly in collaboration and utilizing feedback, though areas such as patience and addressing emotional needs were less developed. Demonstration of behavior management practices was similarly rated positively, with strengths in empathy, consistency, and collaboration, while strategies such as differentiated support were less evident. Correlation analysis indicated a negligible negative relationship between perceived soft skills and demonstrated behavior management, showing no significant link between self-perception and actual classroom practices. The study concluded that while teachers were generally competent, confidence in soft skills did not directly translate into more effective behavior management, underscoring the need for an Action Plan to strengthen both teacher competencies and practical strategies to support inclusive classrooms.

Keywords: Special education, academic demands, behavioral management, teachers’ perceived competence, action plan, Cornelio C. Melgar Elementary School

DOI: http://doi.org/10.69651/PIJHSS0404689

Recommended citation:
Simbajon, D. M. (2025). Teacher soft skills and their impact on student behavior regulation in inclusive learning environments. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 7567-7577. http://doi.org/10.69651/PIJHSS0404689

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