Classroom Management Approaches of Secondary Teachers in Relation to the Learners’ Academic Performance: A Basis for An Action Plan

Abstract

This study assessed the classroom management approaches of secondary teachers at Tuao Vocational and Technical School in relation to learners' academic performance, serving as a basis for an action plan. The research employed a descriptive-correlational design and collected data from 112 teachers using a survey questionnaire. The findings revealed that the respondent teachers were predominantly established professionals, characterized as experienced, educated, and committed. They demonstrated a high level of competence in classroom management, consistently employing effective approaches, particularly in the dimensions of teaching and learning, interaction during lessons, and the personal, psychological, and social classroom environment, with mean scores interpreted as "Always." Consequently, the learners' academic performance for the school year was reflected in a "Very Satisfactory" General Weighted Average.

Analysis of the relationship between variables indicated that classroom management approaches are largely universal, showing no significant relationship with most teacher profile variables. The sole exception was a significant relationship found between civil status and the psychosocial and social classroom environment dimension. Furthermore, and perhaps most notably, the study concluded that while classroom management is fundamentally important, the statistical analysis revealed no significant relationship between the extent of the management approaches employed and the learners' academic performance. This suggests that academic success is influenced by a broader range of factors beyond classroom management alone. The study also identified key issues faced by teachers, with an "overloaded subject curriculum" ranking as the primary concern. In response to these findings, the researcher developed a proposed action plan titled "Project PRAISE," which is recommended for implementation to systematically address the identified challenges and further support teachers in their roles.