Asian Journal of Current Research

This study aimed to determine the significant relationship between conversion supervision practices and supportive classroom management among public elementary school teachers in Mati Northeast District, Division of City of Mati. A descriptive-correlational research design was employed, with a sample of 139 public elementary school teachers selected through universal sampling. Data were gathered through standardized questionnaires administered in the school setting. The data were analyzed using mean, Pearson product-moment correlation, and multiple linear regression analyses. The findings indicated that both conversion supervision practices—specifically in the domains of consideration, stimulation, motivation, and influence—and supportive classroom management—in terms of normative behavior, workplace behavior, values, and decision-making—were oftentimes manifested by the teachers. Correlation analysis revealed a significant positive relationship between conversion supervision practices and supportive classroom management. Furthermore, the various domains of conversion supervision practices significantly influenced the supportive classroom management of teachers. It is recommended that schools may implement capacity-building initiatives such as training programs and conferences organized by the Department of Education to enhance conversion supervision practices and foster effective classroom management. These efforts will support teacher competence, reinforce best educational practices, and promote improved learning environments for students.