Author

Irene A. Sarda
Cebu Technological University – Main Campus
Cebu City, Philippines
Email: sardzirene@gmail.com

Abstract

This study evaluated the relationship between teacher soft skills and student behavior management in inclusive classrooms at Hilario P. Davide Sr. National High School during the 2025–2026 school year and served as the basis for a proposed Action Plan. It examined teacher demographics as well as the extent to which teachers perceived and demonstrated soft skills such as communication, empathy, patience, and adaptability in managing student behavior. Classroom management practices assessed included enforcing rules, applying positive reinforcement, intervening early, and collaborating with colleagues and parents. Data were collected using structured survey questionnaires and analyzed through descriptive statistics to summarize respondents’ profiles and perceptions. Pearson’s correlation coefficient determined the relationship between perceived soft skills and demonstrated behavior management. Findings indicated that teachers generally rated themselves as competent in soft skills and reported consistent classroom management practices. Most respondents were relatively young, predominantly female, and early- to mid-career, with higher education degrees common among the group. Strengths were observed in communication, empathy, resilience, and maintaining positive relationships, while collaboration and confidence in handling students with special educational needs were slightly lower. Correlation analysis revealed a negligible positive relationship between perceived soft skills and demonstrated management. These results highlight the need to align teacher perceptions with practical strategies. It is recommended that Action Plan aims to strengthen teacher competencies, improve behavior management practices, and foster inclusive learning environments.

Keywords: Soft skills and student behavior management in inclusive classrooms, academic demands, behavioral management, teachers perceived competence, action plan, Argao, Cebu

DOI: http://doi.org/10.69651/PIJHSS0501722

Recommended citation:
Sarda, I. A. (2026). The relationship between teacher soft skills and student behavior management in inclusive classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7976-7986. http://doi.org/10.69651/PIJHSS0501722

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