Approaches and Performance of Teachers in Upper Schools of Pudtol District, Philippines

Abstract

This study examines the relationship between classroom management approaches and the teaching performance of elementary school teachers in the Upper Schools of Pudtol District, Philippines. Specifically, it investigates teachers' profiles, their self-assessment and students’ perceptions of their classroom management, and the impact of these approaches on teaching performance. A descriptive research method was employed, with data gathered through questionnaires and classroom observations. The study involved 24 teacher-respondents and 135 Grades 4, 5, and 6 pupils across eight public elementary schools. Teaching performance data were collected from school years 2021-2022, 2022-2023, and 2023-2024. Statistical tools such as frequency counts, percentages, means, and t-tests were used for data analysis. Findings indicate significant differences in the perceptions of teachers and students regarding classroom management approaches and their correlation with teaching performance. The study recommends that teachers continuously evaluate their management strategies and adapt them to improve instructional effectiveness. School administrators are encouraged to implement professional development programs focused on effective classroom management techniques.