Assessing Teachers’ Classroom Management Skills as Predictors of Teaching Performance

AUTHOR(S)

MARIA CRISTINA G. SADIRI

ABSTRACT

——This study assessed teachers’ classroom management skills as predictors of teaching performance in the Pamplona District, Division of Cagayan, during the School Year 2025–2026. Utilizing a descriptive–correlational research design, data were collected from 91 public school teachers through a researcher-made questionnaire and their corresponding IPCRF ratings. The findings revealed that teachers demonstrated a very high level of classroom management skills (M = 3.39), particularly in managing student behavior, organizing the physical learning environment, and establishing classroom rules and procedures. However, the implementation of instructional routines showed a relatively lower, though still high, rating. In terms of teaching performance, the majority of the respondents (98.90%) were rated Outstanding, with an overall mean of 4.78 and low variability, indicating consistent high performance. Furthermore, correlation analysis showed a significant positive relationship between classroom management skills and teaching performance across all dimensions, suggesting that improved management practices contribute to enhanced instructional effectiveness. The study concludes that classroom management skills are essential predictors of teaching performance and highlights the need for continuous professional development, particularly in strengthening instructional routines. Keywords: classroom management skills, teaching performance, IPCRF, instructional routines, teacher effectiveness