Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 3 (2025)

Management Practices and Teachers' Performance

Glyza Pollescas | Phoebe Aguilar

Discipline: Education

 

Abstract:

The main objective of the study was to describe the level of the classroom management practices of teachers in terms of time management practices, classroom discipline practices, physical environment practices in the classroom, and classroom routine practices; to find out the teachers' performance; and to correlate the significant relationship between the teachers' classroom management practices and teachers' performance. The study's respondents were 107 elementary teachers in Kibawe East District, Division of Bukidnon, school year 2024-2025. Total enumeration sampling was employed to determine the teachers from the different schools in Kibawe East District. The instrument used in the study on teachers' classroom management practices was adapted from Legaspia and Brobob (2023). The instrument on the teachers' performance was consistent with the DepEd Order No. 2 s. 2015 prescribing the Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education under Section 5 of DO 42, s. 2017 on the National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST). The descriptive analysis evaluates teachers' level of classroom management practices in terms of time management, classroom discipline, physical environment, and routine practices, which receive strong agreement, indicating very high-level responses from the teachers. It is essential to highlight that the teachers demonstrate outstanding performance, exhibiting a consistently high level of teaching effectiveness across all responses. This high level of performance reflects the teachers' strong commitment to delivering quality instruction, with only slight differences in how individual teachers are perceived. The correlation results revealed a significant relationship between teachers' classroom management practices and their performance. The variables encompass time management, classroom discipline, physical environment, and routine practices.



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