Classroom Management Practices of Teachers and Academic Performance of Grade 3 Learners Across All Learning Areas

The study dealt with the classroom management practices of teachers and the academic performance of Grade 3 learners across all learning areas. The data were collected to formulate an instructional supervisory plan model. The data were limited to the four dimensions of classroom management practices of teachers in terms of the physical organization of the classroom environment, management of classroom activities, time management, and management of learners’ behavior. It dealt with the academic performance of the Grade 3 learners in terms of their group work (performance task), individual activity (written works), and formative tests. Based on the result of the study, there is a very low significant relationship between classroom management in terms of performance tasks and formative tests.  However, written works on management of classroom activities and academic performance revealed a significant relationship with a 0.05 level of significance. Therefore, the null hypothesis is rejected.