The study aimed to investigate how classroom management styles affect the teaching performance of senior high school teacher-advisers of Barobo National High School. The research utilized the quantitative descriptive-correlation research design with the respondents of 552 students from 18 sections both Grade 11 and 12. After the analysis and interpretation of data, findings revealed that in classroom management style, 11 of the teachers are authoritative and only 4 are democratic. In terms of teaching performance based on the Individual Performance and Commitment Review Form (IPCRF), 10 of the teachers performed very satisfactorily, while 2 of them outstandingly. Furthermore, as to the teaching performance of the teachers as perceived by the students, it revealed that learners are satisfied with the quality of their teaching with a rating of 3.18. It was found also that the demographic profile of respondents as to age, sex, highest educational attainment, teaching experience, and seminars and training has no significant relationship to classroom management styles. Moreover, there is no significant relationship between classroom management style to teachers teaching performance based on IPCRF and quality of teaching. Regardless of the teacher?s classroom management styles, it is likely that the teacher may acquire an outstanding, very satisfactory, or satisfactory level of teaching performance. It is hereby recommended in this study to conduct a seminar-workshop on fostering teacher-student rapport, as this area has the lowest rating of 3.07. Monitoring and evaluation will hereby follow to look at the effectiveness of the said activity.

Performance

Educational management

Teaching Performance

Classroom Observation Tool; Educational Management; Teachers` Proficiency; Instructional Proficiency; Professional Competency