Classroom management optimization is one strategy for maximizing student achievement. This study was focused on the impact of classroom management approaches of the Grade ten teachers of Saint Michael College of Caraga. A descriptive research design was used to evaluate the impact of the teachers’ classroom management approaches on the students’ academic performance. As a result of the study, both teacher-centered and student-centered classroom management approaches are present to the teaching-learning process. Consequently, the students’ academic performance is approaching proficiency, which means the impact of classroom management approaches of the teachers was not effective in attaining the students’ high academic performance. It was recommended that the administrators implement a program that would enhance the teachers’ knowledge, skills, and attitude. Secondary teachers need further seminar-workshops and training in classroom management, teaching strategies, and assessment of learning, and curriculum development, which aligned with the K-to-12 Curriculum.