TEACHERS’ CLASSROOM MANAGEMENT PRACTICES: EFFECTS TO TEACHING AND LEARNING PERFORMANCE

ABSTRACT : Effective classroom management is a cornerstone of successful teaching and learning. Thus, this study investigated the relationship between teachers’ classroom management practices and their impact on teaching and learning outcomes in the Districts of San Jorge, Gandara I, and II, Schools Division of Samar, during the School Year 2023-2024. A moderate positive correlation was found between teacher attitude and classroom management. Weak but significant correlations existed between classroom management and both educational attainment and teaching position. Similarly, a weak but significant relationship was observed between classroom management and IPCRF ratings. Crucially, no significant relationship was found between classroom management practices and student academic performance (grades). Recommendations include prioritizing teacher well-being and morale; further exploring the influence of education and position on management styles; broadening IPCRF evaluation criteria; investigating the factors beyond classroom management that impact student grades; providing targeted professional development; and establishing mentoring/coaching programs. Further research is needed to understand the complex interplay of factors affecting student achievement and the nuanced influence of teacher characteristics on classroom practices.

KEYWORDS : Classroom management, Teacher performance, Teaching and learning, Teacher training, Academic performance