Effective learning does not happen by accident but requires a well-managed classroom, which makes learning more effective as it creates a good learning atmosphere. This study aimed to find out the level of classroom management practices in terms of time, discipline, physical environment and establishing routine to know the level of the teachers performance in their IPCR rating for School Year 2021-2022 to determine the significant relationship in the level of classroom management practices and their performance and to determine which of the independent variables singly or in combination predicts teachers performance. This study was limited to the investigation of classroom management practices among the elementary teachers in Villanueva North District for the School Year 2021-2022. This study used descriptive correlational and causal designs. Mean, Standard Deviation, Pearson Product Moment of Correlation, and Multiple Linear Regression were used to answer the specific questions of the study. Results revealed that all classroom management practices were Highly Practiced, and the teaching performance ranged from very satisfactory to outstanding. All the areas of classroom management were not statistically associated with the teaching performance but classroom discipline best predicts teaching performance. The teachers may continue or even employ other classroom management practices which they think may enhance their teaching performance, especially those who are at a very satisfactory level to make it at the outstanding performance.

Teachers' Performance

Classroom Management