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Abstract<br/><br/>Teachers' safety practices play a pivotal role in shaping learners' perceptions of classroom safety, directly influencing their sense of security and readiness to learn in secondary schools. This study used a descriptive-comparative and correlational research design to examine the relationship between teachers' safety practices and learners' perceived classroom safety, with 106 teachers and 377 learners serving as respondents. Data were collected using two researcher-made and validated instruments, the Teachers' Safety Practices Scale and the Learners' Perceived Classroom Safety Scale, and analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (Mann-Whitney U, Kruskal-Wallis H, Bonferroni Adjustments, and Spearman's rho). The study is limited to identifying safety practices and safety perceptions within the selected district and is constrained by its reliance on self-reported data, context-specific instruments, a limited time frame, and a sample that may not fully represent broader educational settings. <br/><br/>The study revealed that teachers consistently demonstrate a very high extent of safety practices across all dimensions, regardless of age, civil status, class size, teaching experience, or number of trainings attended. Learners likewise perceive classroom safety as high across all demographic groups, with supportive relationships, community preparedness, and emergency readiness rated strongest. Significant differences appeared in select teacher safety practice dimensions, particularly in supportive supervision by school location, environmental safety, supervision, rules, fairness, and emergency preparedness by class size, and environmental safety and overall safety by teaching experience. Meanwhile, no significant differences were found for teachers based on age, civil status, or training attendance. Learners' perceived classroom safety also differed significantly by school location, especially in physical, emotional, and relational aspects, but not across other demographic variables. The relationship between teachers' safety practices and learners' perceived classroom safety was consistently very weak and statistically insignificant across all dimensions. Overall, both. groups reported high safety levels, with only a few contextual factors influencing specific areas of safety practices and perceptions. <br/><br/>The study concludes that both teachers and learners consistently demonstrate strong safety practices and positive perceptions of classroom safety across diverse backgrounds, with only minor variations influenced by structural and environmental factors. It is recommended that schools, together with DepEd and relevant support groups, strengthen whole-school safety initiatives through uniform policies, targeted support for varying class sizes and teacher experience levels, and enhanced emotional, relational, and environmental safety measures, particularly in settings where variations in safety perceptions were observed. <br/><br/>Keywords: Classroom safety, Descriptive-comparative and correlational design, Learners' perceived classroom safety, Safety practices scale, Student safety perception, Teachers' safety practices<br/> |