With the recent shift in the educational system to K to 12 curriculum in the Philippines, a study analyzed the self-reflection on proficiency and classroom management practices of Alabat public secondary school teachers. This research work was conducted throughout the place where the survey questionnaire was distributed using the descriptive quantitative type and data gathered analyzed. The findings of the study proved that majority of the experienced teachers, mainly those with at least four years showed recognized authority in the promotion of student engagement, application of classroom management strategies, and the establishment of a positive learning environment. The main reason for this recognized authority was because a majority of them gained years of experience in the field, and these perceptions towards teaching proficiency had developed across time. Years of teaching experience play a vital role in improving their teaching proficiency and classroom management practices. By providing relevant and school-based tailored training for novice teachers had resulted in their being fully equipped with skills and strategies thus developing efficient and effective classroom management practices. A training development program that was aligned with the behavior skills training (BST) model was created to elevate effective classroom management practices in the Philippines.