CLASSROOM MANAGEMENT TECHNIQUES AND TEACHING PERFORMANCE OF PUBLIC ELEMENTARY TEACHERS IN MONTEVISTA, DAVAO DE ORO

EDUCATION

The performance of a teacher, particularly during the pandemic when they should be more competent, is one of the several factors that ensure that the learning process operates properly. Despite the fact that professional development has frequently been stressed as a crucial component of teacher training to increase performance, some people blame this subpar performance on the inadequacy and inappropriateness of the outdated techniques of teacher professional development. By publicizing their poor performance and declining efficacy, the public frequently creates an unfavorable perception of teaching and the teachers by evaluating the quality of instruction. The research study utilized quantitative descriptive-survey correlational research design in order to determine the relationship between the classroom management skills and teaching performance of public elementary school teachers in the municipality of Montevista, Davao de Oro. The results of this study revealed that the level of classroom management techniques was high. Specifically, in terms of discipline, teaching and learning, and personal dimension, the results were high. Meanwhile, the overall teaching performance of teachers was also interpreted as very satisfactory. Finally, the result of correlation was not significant between the two variables, which means that any improvement in the classroom management techniques do not affect the teaching performance. Based on these results, the researcher recommends the conduct of seminar-workshops and trainings that can be helpful to sustain the performance of teachers and that would serve as a great opportunity to venture new ways to improve their classroom management skills.

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