THE INFLUENCE OF TEACHING EFFECTIVENESS AND CLASSROOM MANAGEMENT SKILLS ON TEACHER PERFORMANCE

Education

This study examined the influence of teaching effectiveness and classroom management skills on teacher performance among Grade 5 and 6 teachers in selected public elementary schools in the Sta. Josefa District. A quantitative correlational research design was utilized. Teaching effectiveness and classroom management skills were measured across ten indicators, Content Mastery, Instructional Strategies, Communication Skills, Assessment, Feedback and Learning Engagement, Rules and Routines, Discipline and Order, Time and Resource Management, Teacher-Student Relationship and Managing Instructional Resources while teacher performance was assessed using Classroom Observation Rating. Results revealed that both teaching effectiveness and classroom management skills were highly manifested, with overall ratings interpreted as “strongly agree.” Teacher performance was rated “very satisfactory” (M = 59.30, SD = 3.76), indicating consistent and above-average teaching practices. However, correlation analysis showed no significant relationship between teaching effectiveness and teacher performance (r = 0.022, p = 0.922), as well as between classroom management skills and teacher performance (r = -0.033, p = 0.880). The study concludes that teacher performance is influenced by factors beyond teaching effectiveness and classroom management skills. It is recommended that schools adopt more holistic evaluation systems and strengthen professional development programs.

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