<![CDATA[This study examines how teachers manage large classrooms in rural secondary education by identifying instructional, behavioral, relational, adaptive, institutional, and community-based management practices. Using an interpretivist paradigm, the study employed a qualitative case study involving three purposively selected Grade 11 teachers at a rural secondary school. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal three interconnected patterns of classroom management. First, teachers implement instructional and behavioral management through systematic lesson planning, cooperative learning, classroom rules, routines, and positive reinforcement. Second, relational and adaptive management is developed through empathy, effective communication, learner engagement, time management, and resource improvisation. Third, institutional and community support becomes essential in addressing overcrowding, limited resources, teacher workload, discipline challenges, and restricted professional development opportunities. The study concludes that effective classroom management in rural settings is an integrated, adaptive, and multilevel process shaped by teacher agency and contextual support. The findings imply that sustainable improvement requires ongoing teacher professional development, stronger institutional and community collaboration, and systemic interventions that address overcrowding and resource constraints in rural educational environments.]]>
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