Teachers’ Coping Style and Classroom Management Strategies toward Student Misbehavior among Bahir Dar University

Background: Student misbehavior is disrupted during the teaching-learning process, creating psychological and physical discomfort that affects achievement of educational goals. Aim: The current study was to explore relationship between teachers’ coping styles classroom management strategies toward student misbehaviour. Methods: researchers used a correlational research design. Results: independent t-test result shows there significant teacher gender difference observed in misbehaviour styles. correlation indicated negative passive avoidant teachers with recognition reward discussion methods management. Social problem solving positively significantly related discussion, negatively correlated hinting aggression. Conclusion: Teachers' their were predictors misbehavior. recommended it essential design build smooth can effectively minimize chances happening misbehavior, solve easier.