The study was on teachers’ classroom management strategies in promoting inclusive learners’ engagement in private secondary schools in Rivers State with focus on teachers’ modelling of positive behaviour, consistent and fair discipline and teacher – student relationship. The study was led by three research questions and three associated null hypotheses. The study was anchored on Bandura’s Social Learning Theory. Descriptive survey research design was utilised. The population was 9,778 responders made up of 1,813 principals and 7,965 teachers in private secondary schools in Rivers State. A sample of 85 respondents including 10 principals and 75 instructors was selected from five recognised inclusive private secondary schools using a purposive sampling technique. Data were collected using a researcher-developed questionnaire entitled “Strategies Adopted by Teachers in Balancing Empathy and Authority in Inclusive Classrooms Questionnaire (SATBEAICQ)” which was constructed on a four-point rating scale. The reliability coefficients of Cronbach’s alpha were .84, .79, and .88 for the three clusters of this investigation, suggesting acceptable internal consistency for the instrument. All 85 questionnaires were successfully administered, retrieved and found eligible for analysis, giving a response rate of 100%. The study questions were answered in terms of mean and standard deviation and the hypotheses were tested using independent samples *t*-test at 0.05 level of significance. The findings showed that teachers were generally promoting inclusive learner involvement through modelling positive conduct, consistent and fair disciplinary methods and strong teacher–student connections. The results also showed that the mean ratings of teachers and principals on these classroom management practices were not statistically significant. The study indicated that these strategies are critical to building supportive, inclusive, and engaging learning environments that promote student engagement and learning outcomes. Therefore, it recommended that the owners and administrators of private secondary schools institutionalise continuous professional development, mentoring and reflective practice programmes to enhance teachers’ competencies in modelling positive behaviour, implementing equitable disciplinary practices and fostering trusting relationships that support inclusive education. 

Keywords: Classroom Management, Learner Engagement, Inclusive Classrooms, Positive Behaviour Modelling, Discipline, Teacher-Student Relationships.