This study aims to determine teachers management styles in terms of authoritative, charismatic, delegative, and democratic approaches. It also explores the interactions among pupils, including interactions between classmates, interactions between teachers, and interactions between schoolmates. Furthermore, the study examines the relationship between teachers management styles and pupils interactions. An adapted and modified 5-Point Likert questionnaire from Nasir (2019) was used for this study. The researcher utilized a descriptive–correlational research design to justify and achieve the studys objectives. Ninety-nine (99) grade VI pupils from Lagonglong Central School participated as respondents in this study. Statistical analyses, such as mean, standard deviation, and Pearson product-moment correlation coefficient (Pearson r), were employed to analyze the gathered data. The results showed that teachers authoritative management style received the highest rating at very high level, and pupils class behavior during interactions with teachers was also at a very high level. A moderate positive correlation was found between perceived teachers classroom management styles and pupils class behavior. Thus, the teachers classroom management styles can significantly influence the behavior of the pupils. The researcher recommends conducting training sessions and workshops to refresh and update teachers on various classroom management styles. Additionally, involving parents in the development of pupils positive behavior is also recommended.