This study determined the relationship between pedagogical literacy and classroom management among elementary teachers in the Division of Davao del Norte. Specifically, it examined the extent of pedagogical literacy in terms of learning-teaching process, class management, measurement and evaluation, and counseling, as well as classroom management in terms of adaptive teaching, relationship, and behavior management. A quantitative approach using a descriptive correlational research design was employed. The respondents consisted of 140 elementary teachers from public schools selected through appropriate sampling techniques. Data were collected using validated survey questionnaires and analyzed through weighted mean, standard deviation, Pearson product moment correlation, and multiple regression analysis at a 0.05 level of significance. The findings revealed that both pedagogical literacy and classroom management were extensive, indicating that these practices were oftentimes evident among teachers. Results further showed a significant relationship between pedagogical literacy and classroom management, implying that teachers with higher pedagogical literacy demonstrate more effective classroom management practices. Moreover, all domains of pedagogical literacy significantly predicted classroom management, with class management and counseling identified as the strongest predictors, followed by measurement and evaluation and learning-teaching process. Based on these findings, it is recommended that educational leaders strengthen targeted professional development programs that enhance teachers’ competencies in instructional planning, assessment practices, and student support. School heads are encouraged to implement mentoring and monitoring systems, while teachers are urged to adopt reflective, learner-centered, and inclusive teaching approaches to sustain effective classroom management.