Classroom Management, Teaching Strategies, and Engagement in Relation to Performance: Implications for Educational Plan

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.

Classroom Management, Teaching Strategies, Student Engagement, Academic Performance, Educational Plan

1. Black, P., & Wiliam, D. (2021). Classroom assessment and pedagogy. Routledge. [Google Scholar] [Crossref]

2. Creswell, J. W., & Creswell, J. D. (2021). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage. [Google Scholar] [Crossref]

3. Darling-Hammond, L., Hyler, M. E., Gardner, M., & Espinoza, D. (2024). Effective teacher professional development: Research, policy, and practice. Learning Policy Institute. [Google Scholar] [Crossref]

4. Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2023). Handbook of student engagement interventions: Working with disengaged students (2nd ed.). Academic Press. [Google Scholar] [Crossref]

5. Hattie, J. (2023). Visible learning: The sequel. Routledge. [Google Scholar] [Crossref]

6. Joyce, B., Calhoun, E., & Hopkins, D. (2021). Models of learning: Tools for teaching (4th ed.). Open University Press. [Google Scholar] [Crossref]

7. Kyriakides, L., Creemers, B. P. M., & Charalambous, E. C. (2022). Quality and equity in education: Revisiting theory and research on educational effectiveness. Routledge. [Google Scholar] [Crossref]

8. Marzano, R. J. (2021). The new art and science of teaching. Solution Tree Press. [Google Scholar] [Crossref]

9. Organisation for Economic Co-operation and Development. (2020). Teachers and school leaders as lifelong learners: TALIS 2018 results (Volume II). OECD Publishing. [Google Scholar] [Crossref]

10. Organisation for Economic Co-operation and Development. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. [Google Scholar] [Crossref]

11. Reschly, A. L., & Christenson, S. L. (2022). Handbook of student engagement interventions: Working with disengaged students (2nd ed.). Academic Press. [Google Scholar] [Crossref]

12. Schleicher, A. (2020). World class: How to build a 21st-century school system. OECD Publishing. [Google Scholar] [Crossref]

13. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Appleton-Century. [Google Scholar] [Crossref]

14. Skinner, E. A., Pitzer, J. R., & Brule, H. (2022). In R. M. Ryan (Ed.), Handbook of motivation at school (2nd ed.). Routledge. (Book chapter) [Google Scholar] [Crossref]

15. Tomlinson, C. A. (2021). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD. [Google Scholar] [Crossref]

16. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [Google Scholar] [Crossref]

17. Zepeda, S. J., Parylo, O., & Bengtson, E. (2021). The principal as professional development leader (2nd ed.). Routledge. [Google Scholar] [Crossref]

18. Articles/Journals/Publications/Magazines [Google Scholar] [Crossref]

19. Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of teachers? Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573 [Google Scholar] [Crossref]

20. Ainsworth, S., & Oldfield, J. (2022). Social support and early career teacher resilience: A qualitative study. Teaching and Teacher Education, 115, 103724. https://doi.org/10.1016/j.tate.2022.103724 [Google Scholar] [Crossref]

21. Alqarni, S. (2022). Teacher engagement and professional development in Saudi Arabia. Journal of Educational Research and Practice, 12(3), 45–62. [Google Scholar] [Crossref]

22. Alshammari, A. (2022). Teacher performance and professional development in Saudi Arabia. Journal of Educational Research and Practice, 12(3), 45–62. [Google Scholar] [Crossref]

23. Amer-Gumpal, R., & Basmayor, E. (2024). Classroom management skills of teachers and their teaching performance. Philippine E-Journals. [Google Scholar] [Crossref]

24. Bacus, R. C., Picardal, M. T., Perez, N. B., & Balo, V. T. M. (2024). Predictors of beginning teachers’ teaching performance. Frontiers in Education, 9, Article 1375726. https://doi.org/10.3389/feduc.2024.1375726 [Google Scholar] [Crossref]

25. Bautista, M., & Cruz, J. (2025). Curriculum modernization in Philippine schools: Challenges and opportunities. Philippine Journal of Education Policy, 14(2), 55–72. [Google Scholar] [Crossref]

26. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(1), Article 50. https://doi.org/10.1186/s41239-020-00282-x [Google Scholar] [Crossref]

27. Cambay, D. J., & Paglinawan, J. L. (2024). Classroom management strategies and school environment on student engagement. International Journal of Research and Innovation in Social Science, 8(5). [Google Scholar] [Crossref]

28. Catayas, C. H., & Hussien, O. Q. (2024). Classroom management strategies, practices, and learners’ academic performance. Psychology and Education: A Multidisciplinary Journal, 23(8), 973–989. [Google Scholar] [Crossref]

29. Cesário, F., & Anunciato, R. O. M. M. (2024). Teacher induction and mentoring as professional development strategies for beginning teachers. Professional Development in Education, 50(2), 281–297. [Google Scholar] [Crossref]

30. Chow, J. C., Sayers, R., Fu, Y., Granger, K. L., McCullough, S., Kingsbery, C., & Morse, A. (2023). A systematic meta-review of measures of classroom management in school settings. Assessment for Effective Intervention, 49(2), 60–74. [Google Scholar] [Crossref]

31. Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2020). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882 [Google Scholar] [Crossref]

32. Flores, M. A., & Swennen, A. (2020). The COVID-19 pandemic and its effects on teacher education. European Journal of Teacher Education, 43(4), 453–456. https://doi.org/10.1080/02619768.2020.1824253 [Google Scholar] [Crossref]

33. Galache, D. M. (2023). Teachers’ professional development, classroom management strategies, and performance. IOER International Multidisciplinary Research Journal, 5(2). [Google Scholar] [Crossref]

34. Garcia, J., & Ramos, L. (2025). Family concessions among Filipino educators abroad: A demographic analysis. Philippine Journal of Migration Studies, 9(2), 77–95. [Google Scholar] [Crossref]

35. Gebre, Z. A., Demissie, M. M., & Yimer, B. M. (2025). The impact of teacher socio-emotional competence on student engagement: A meta-analysis. Frontiers in Psychology, 16, Article 1526371. https://doi.org/10.3389/fpsyg.2025.1526371 [Google Scholar] [Crossref]

36. Gonzales, R. (2022). Digital literacy and teacher preparedness in Philippine classrooms. Asian Journal of Education and Technology, 11(3), 112–128. [Google Scholar] [Crossref]

37. Greene, B. A. (2021). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 56(1), 1–24. [Google Scholar] [Crossref]

38. Hernandez, L. (2023). Community involvement in sustaining Philippine educational reforms. International Journal of Educational Development, 45(1), 89–104. [Google Scholar] [Crossref]

39. Johnson, R., & Lee, S. (2022). Student-centered approaches and teacher performance in U.S. classrooms. American Journal of Education, 128(4), 567–584. [Google Scholar] [Crossref]

40. Kassab, S. E., Rathan, R., Taylor, D. C. M., Abu-Hijleh, M. F., & Hamdy, H. (2024). The impact of the educational environment on student engagement and academic performance in health professions education. BMC Medical Education, 24, Article 1278. https://doi.org/10.1186/s12909-024-06270-9 [Google Scholar] [Crossref]

41. Kim, J., & Park, H. (2023). Digital transformation and teacher engagement in South Korea. Asia Pacific Journal of Education, 43(2), 211–229. [Google Scholar] [Crossref]

42. Klassen, R. M., & Kim, L. E. (2021). Teacher selection and recruitment: Understanding teacher effectiveness across career stages. Educational Psychology Review, 33(2), 765–791. [Google Scholar] [Crossref]

43. Koehler, M. J., Mishra, P., & Cain, W. (2022). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 202(1), 7–15. [Google Scholar] [Crossref]

44. König, J., Blömeke, S., & Kaiser, G. (2022). Teacher competence and instructional quality: Empirical evidence on the relationship between professional knowledge and classroom practice. Teaching and Teacher Education, 115, 103732. https://doi.org/10.1016/j.tate.2022.103732 [Google Scholar] [Crossref]

45. Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2021). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 91(5), 775–813. https://doi.org/10.3102/00346543211022393 [Google Scholar] [Crossref]

46. Kraft, M. A., & Hill, H. C. (2020). Developing ambitious mathematics instruction through web-based coaching: A randomized field trial. American Educational Research Journal, 57(6), 2378–2414. https://doi.org/10.3102/0002831220904080 [Google Scholar] [Crossref]

47. Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2021). Professional competence of teachers: Effects on instructional quality and student development. Journal for Educational Research Online, 13(1), 7–26. [Google Scholar] [Crossref]

48. Kwiek, M., & Roszka, W. (2022). The young and the old, the fast and the slow: Age, productivity, and research performance in higher education. Studies in Higher Education, 47(8), 1570–1588. [Google Scholar] [Crossref]

49. Lachner, A., Backfisch, I., Stürmer, K., & Scheiter, K. (2021). Learning by teaching without errors? The role of professional knowledge in explaining instructional quality. Teaching and Teacher Education, 98, 103243. https://doi.org/10.1016/j.tate.2020.103243 [Google Scholar] [Crossref]

50. Li, Y., & Chen, H. (2023). Digital transformation and teacher performance in China. Asia Pacific Journal of Education, 43(2), 211–229. [Google Scholar] [Crossref]

51. Martinez, A. (2024). Teacher performance and systemic inequities in Latin America. Latin American Journal of Education Studies, 19(1), 33–52. [Google Scholar] [Crossref]

52. Mercer, N. (2020). The educational value of classroom talk. Language and Education, 34(6), 497–512. [Google Scholar] [Crossref]

53. Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B. P. M., Timperley, H., & Earl, L. (2020). State of the art – Teacher effectiveness and professional learning. School Effectiveness and School Improvement, 31(2), 189–212. https://doi.org/10.1080/09243453.2019.1657502 [Google Scholar] [Crossref]

54. Paigalan, D. M., & Bauyot, M. (2025). A systematic review on the factors affecting teacher’s job performance. International Journal of Research and Innovation in Social Science, 9(3), 702–718. [Google Scholar] [Crossref]

55. Pamon, E. Q., & Oco, R. M. (2024). Teachers’ competence and learners’ academic performance. International Journal of Multidisciplinary Research and Analysis, 7(3), 1375–1383. https://doi.org/10.47191/ijmra/v7-i03-63 [Google Scholar] [Crossref]

56. Prananto, K., Cahyadi, S., Lubis, F. Y., & Hinduan, Z. R. (2025). Perceived teacher support and student engagement among higher education students: A systematic literature review. BMC Psychology, 13, Article 112. https://doi.org/10.1186/s40359-025-02412-w [Google Scholar] [Crossref]

57. Reyes, A., & Santos, M. (2023). Governance reforms in Philippine education: Accountability and implementation. Journal of Southeast Asian Education Policy, 9(1), 34–52. [Google Scholar] [Crossref]

58. Salama, M. S., Utaminingsih, E. S., Ramadhani, M. H., & Intania, B. Y. (2025). Classroom management and student behavior in primary schools: A systematic review. Universitas Negeri Semarang. [Google Scholar] [Crossref]

59. Salavacion, R. L. (2025). Teachers’ innovative strategies and engagement: Their influence on learners’ performance (Doctoral dissertation). Guimaras State University, Philippines. [Google Scholar] [Crossref]

60. Salmela-Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student engagement in adolescence: A scoping review of longitudinal studies. Learning and Instruction, 71, 101430. https://doi.org/10.1016/j.learninstruc.2020.101430 [Google Scholar] [Crossref]

61. Sapalo-Agno, D. (2025). Teachers’ strategies in teaching 21st-century literature. Guild of Educators in TESOL International Research Journal, 3(1), 472–603. [Google Scholar] [Crossref]

62. Singh, R., & Sharma, P. (2021). Teacher engagement and workload in Indian schools. International Journal of Pedagogy and Learning, 16(2), 101–118. [Google Scholar] [Crossref]

63. Sørensen, T. B., Jørgensen, C. R., & Philipp, M. (2024). Supporting early career teachers through mentoring and professional learning communities. Teaching and Teacher Education, 139, 104456. [Google Scholar] [Crossref]

64. Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168 [Google Scholar] [Crossref]

65. Tekir, S. (2025). Strategies for effective classroom management in online teaching: A post-pandemic review. SAGE Open, 15(3), 1–17. [Google Scholar] [Crossref]

66. Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2022). Building teacher capacity to enhance student engagement and learning: The role of professional learning and instructional practice. Teaching and Teacher Education, 114, 103700. https://doi.org/10.1016/j.tate.2022.103700 [Google Scholar] [Crossref]

67. Tondeur, J., Howard, S. K., Siddiq, F., & Scherer, R. (2021). Enhancing future teachers' competencies for technology integration in education: A systematic review of intervention studies. Educational Research Review, 32, 100373. https://doi.org/10.1016/j.edurev.2020.100373 [Google Scholar] [Crossref]

68. Topchyan, R., & Woehler, C. (2021). Do teacher gender and gender matching matter? Exploring teacher gender effects on students and educational outcomes. International Journal of Educational Research, 106, 101718. [Google Scholar] [Crossref]

69. Toquero, S. C., & Capistrano, F. M. (2024). Pedagogy in the 21st-century literature classroom: Teachers’ teaching mechanisms, challenges, and coping mechanisms. International Journal of Research Studies in Education. https://doi.org/10.5861/ijrse.2024.24046 [Google Scholar] [Crossref]

70. Torres, E. (2024). Teacher engagement and cultural adaptation in Southeast Asia. Asian Journal of Comparative Education, 12(1), 55–72. [Google Scholar] [Crossref]

71. Villanueva, P. (2024). Teacher migration and its impact on Philippine classrooms. Philippine Journal of Labor and Education Studies, 18(2), 77–95. [Google Scholar] [Crossref]

72. Wang, M.-T., & Degol, J. L. (2021). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 33(2), 481–512. https://doi.org/10.1007/s10648-021-09609-6 [Google Scholar] [Crossref]

73. Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 1–31. https://doi.org/10.1007/s10648-021-09628-3 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study