Classroom Behavior Management Practices are a struggle for teachers. Aimed in this study was to determine the significance of organizational commitment and emotion regulation as predictors of behavior management practices in early childhood education classrooms. Descriptive-correlational was used and 115 samples were selected via simple random. Findings showed that the predictors are significant having 32.1% combined degree of influence. Hence, the Self-Determination Theory was affirmed. Other variables may be explored to account the unexplained variance in behavior management practices; emerging themes may be identified to be utilized as potential variables.