This study aimed to determine the significance of the relationship between teacher communication and classroom management among teachers in the Division of Davao del Norte. Using a descriptive-correlational research design, the study involved 121 teacher respondents and utilized validated and pilottested research instruments. The statistical tools employed were the weighted mean, Pearson product-moment correlation, and multiple regression analysis. Results revealed that both teacher communication and classroom management were rated as extensive, indicating they were oftentimes evident in classroom settings. Furthermore, the study found a significant relationship between teacher communication and classroom management. All dimensions of teacher communication, challenging, encouragement and praise, non-verbal support, understanding and friendly, and controlling, showed a significant influence on classroom management. Among these, encouragement and praise emerged as the strongest predictor. The overall regression analysis indicated that teacher communication explained 71.50% of the variation in classroom management. The findings support the theoretical frameworks of constructivism, social learning theory, and behaviorism, which emphasize the role of teacher-student interaction in shaping behavior and improving the learning environment. The study recommends that educational leaders, school heads, and teachers collaborate in strengthening communication strategies to enhance classroom management practices.