Classroom Management and Teaching Competencies of Elementary Teachers

Abstract

Teachers are the most essential persons for the teaching and learning processes to take place in schools. Specifically, this study sought to determine the level of the teachers in classroom management in terms of behavior reduction, classroom instruction, proactive classroom, and rules and procedures; find out the level of the teachers in teaching competencies in terms of communication and interpersonal skills, organization and planning, facilitation and engagement, and flexibility and adaptability; and determine the significant relationship between classroom management and teaching competencies. The respondents were one hundred fifty (150) elementary teachers in eighteen (12) schools within the Talisayan district. This study used two adapted research instruments and data were gathered using descriptive-correlational research methods. The statistical tools utilized in this study were the Weighted Mean and Standard Deviation and Pearson Product Moment Coefficient Correlation the relationship between the Teachers’ Classroom Management and Teaching Competencies. The results showed that teachers at all times practiced managing classroom management effectively with the aid of their teaching competencies at a very high level. Teachers’ classroom management has positively correlated to teachers’ teaching competencies. The relationship of classroom management and teaching competencies cannot be denied. Therefore, it must be given due importance and attention for better teacher performance as well as pupils performance.