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Abstract
This descriptive-correlational research delved into the classroom management skills and teaching performance of elementary school teachers in the new normal, during the academic year 2022-2023, within East I and II Districts, Division of Iligan City, Philippines. The study, encompassing 100 teachers utilized a researcher-made questionnaire aligned with DepEd Orders to evaluate classroom management skills. Results revealed that in the extent of classroom management skills, teachers demonstrated a high level of implementation in terms of discipline, classroom rules, building rapport, and providing feedback. The majority received a very satisfactory performance rating. Notably, the study found no significant association between demographic variables and teaching performance, highlighting the intricate nature of effective teaching. Moreover, the correlation analysis revealed no substantial correlation between teaching performance and classroom management skills. A regression analysis reinforces these findings, indicating that neither demographic factors nor classroom management skills significantly predict teaching performance. The study contributed valuable insights into teacher dynamics, shedding light on the nuanced interplay between demographics, classroom management, and teaching performance in the evolving landscape of education.
