Classroom Management, Teaching Strategies, and Engagement in Relation to Performance: Implications for Educational Plan
Abstract
This study entitled “Classroom Management, Teaching Strategies, And Engagement In Relation To Performance: Implications For Educational Plan” examined the levels of classroom management, teaching strategies, student engagement, and academic performance among public secondary school teachers in selected schools in Murcia and E.B. Magalona, Negros Occidental. Effective classroom management, appropriate instructional strategies, and meaningful learner engagement are recognized as essential factors that contribute to educational quality and academic success. Using a descriptive-correlational research design, the study involved 152 public secondary school teachers. Data were gathered through a validated survey questionnaire, while academic performance data were obtained from school-approved academic records. Frequency counts, percentages, means, standard deviations, Mann-Whitney U Test, Kruskal-Wallis H Test, and Spearman Rank-Order Correlation were used in the analysis of data. Findings revealed that teachers demonstrated an Outstanding level of classroom management (M = 4.82, SD = 0.26), a Very High level of teaching strategies (M = 4.76, SD = 0.31), and a Very High level of student engagement (M = 4.63, SD = 0.44). Learners obtained a Very Satisfactory level of academic performance (M = 86.24, SD = 6.68). No significant differences were found in classroom management, teaching strategies, and student engagement when grouped according to age, sex, educational attainment, and length of service. Likewise, classroom management and teaching strategies were not significantly related to academic performance. However, student engagement demonstrated a significant positive relationship with academic performance (rₛ = 0.191, p = 0.018). The findings served as the basis for a proposed Educational Plan aimed at strengthening learner engagement, enhancing instructional effectiveness, and sustaining academic achievement.