Teachers’ Manifestation Towards Classroom Management: Uplifting Effective Instruction and the Learners’ Academic Success

Abstract

This study examined the relationship between teachers’ classroom management and pupils’ academic performance at Bulua Central School, Division of Cagayan de Oro City, during the School Year 2024–2025. Specifically, it described the teachers’ profile in terms of length of service and educational background, assessed the level of classroom management, and analyzed pupils’ academic performance. Furthermore, it investigated whether significant relationships exist between teachers’ profiles and classroom management, as well as the effect of classroom management on pupils’ academic outcomes. A descriptive survey method was employed, utilizing purposive sampling. The respondents included six teachers and sixty Grade 4 pupils. Data were collected through structured questionnaires and analyzed using appropriate statistical tools, including Pearson correlation. Findings revealed that most teachers were experienced, with half having more than 11 years of service, and a majority pursuing or holding graduate-level education. Teachers demonstrated effective classroom management practices, contributing to a positive and conducive learning environment. Results also showed that all pupils passed, with many achieving outstanding and very satisfactory performance. Statistical analysis indicated a strong relationship between teachers’ length of service and classroom management, and a moderate correlation between educational background and management practices. Moreover, classroom management was found to have a significant and moderate effect on pupils’ academic performance. The study concludes that effective classroom management, supported by teaching experience and professional development, plays a crucial role in enhancing pupils’ academic success. Continuous teacher training and further research are recommended to strengthen instructional practices and learning outcomes.