This study investigated the significance of the relationship between school conditions and classroom management strategies among Grade 6 teachers in the Division of Panabo City. Utilizing a descriptive correlational research design, the study engaged 130 participants through validated and pilot-tested research instruments. Statistical tools such as weighted mean, Pearson product-moment correlation, and regression analysis were employed to analyze the data, with hypotheses tested at a 0.05 level of significance. The findings revealed that both school conditions and classroom management strategies were extensively evident among the teachers. Furthermore, results showed a significant positive relationship between school conditions and classroom management strategies. Each domain of school conditions, including environment, professional relationships, colleagues, principal support, mentoring experiences, professional climate, and professional development, significantly influenced classroom management strategies, as indicated by a p-value less than .05. The study concluded that enhancing school conditions directly contributes to the improvement of classroom management strategies. Based on these outcomes, it is recommended that higher education officials, school principals, and teachers collaborate in strengthening school environments. Future researchers are encouraged to extend similar studies to wider contexts and explore qualitative dimensions. This research highlights the critical role of supportive school conditions in fostering effective classroom management.