Effective classroom management is widely regarded as a cornerstone of student engagement and academic achievement, particularly in senior secondary school contexts characterised by high academic demands and complex adolescent developmental needs. Although substantial research has examined classroom management practices, teacher personality, and job satisfaction independently, relatively few studies have integrated these constructs within a unified conceptual framework. The present paper offers a theoretical review of the literature to explore how teacher personality traits and job satisfaction are conceptually and empirically related to classroom management behaviour among senior secondary school teachers. Drawing on a narrative review of empirical and conceptual studies published between 2000 and 2024, relevant literature was identified through electronic database searches, including Google Scholar, ERIC, Web of Science, and Scopus. Both quantitative and qualitative studies were considered to capture methodological diversity. The review synthesises findings across three domains: classroom management behaviour, teacher personality, and teacher job satisfaction, with particular attention to their intersections in senior secondary education. The analysis suggests that personality traits such as emotional stability, conscientiousness, and sociability influence how teachers interpret and respond to classroom challenges, thereby shaping their management strategies and relational practices. Job satisfaction, reflecting teachers’ evaluations of working conditions, recognition, and professional support, appears closely linked to both classroom climate and teacher effectiveness. Evidence indicates that personality may indirectly influence classroom management through its impact on job satisfaction, while successful management experiences may, in turn, enhance satisfaction and perceived efficacy. By integrating these strands of research, this review proposes a conceptual framework in which teacher personality and job satisfaction jointly contribute to proactive, supportive classroom management behaviour. The paper identifies theoretical and methodological gaps in existing research and outlines directions for future empirical studies. The findings have implications for teacher education, professional development, and policy initiatives aimed at promoting sustainable effectiveness and well-being among senior secondary school teachers.