Classroom management plays a pivotal role in shaping instructional quality and student academic achievement, yet empirical evidence remains limited regarding how specific classroom management dimensions relate to learning outcomes in rural secondary school contexts. This study examined teachers’ classroom management strategies and their relationship with students’ academic achievement at San Miguel Rural Development High School in Catanduanes, Philippines, during the 2025–2026 academic year. Employing a descriptive– comparative–correlational research design, the study involved 288 students selected through stratified random sampling from Grades 7 to 12. Data were collected using a validated researcher-developed questionnaire capturing students’ perceptions of classroom management across four dimensions’ classroom physical condition, discipline, routines, and time management while academic achievement was measured using students’ General Weighted Average from official school records. Findings indicate that students consistently perceived teachers’ classroom management strategies as highly implemented, with classroom routines and time management emerging as the most salient dimensions. Overall academic performance ranged from Very Good to Excellent, with a substantial proportion of students attaining Very Good achievement levels and a notable segment achieving Excellent performance. Comparative analyses revealed no significant differences in classroom management perceptions by sex, while selected differences emerged by age and family income, particularly in routines, discipline, and time management. Correlational analyses demonstrated strong to very strong positive relationships between all classroom management dimensions and academic achievement, highlighting routines and time management as key contributors to learning outcomes. The study underscores that effective classroom management particularly consistent routines and efficient use of instructional time serves as a foundational mechanism through which teaching practices translate into academic success in rural secondary schools. Based on these findings, an evidence-based action plan was developed to strengthen responsive, equitable, and developmentally appropriate classroom management practices. The study contributes localized empirical evidence to inform instructional improvement and school-based interventions aimed at sustaining student achievement in resource-constrained rural settings.

Keywords: classroom management, academic achievement, student perceptions, rural secondary schools