Abstract
The study sought to examine the relationship between teachers' profiles (length of service and educational background) and academic performance. A descriptive-correlational research method was employed, and the statistical tools utilized in the study were frequency and percentage to identify the teachers' profiles and the pupils' academic performance. Mean and Standard Deviation were employed to describe teachers' classroom management, and Pearson-Product Moment Correlation was used to assess the significant relationship between teachers' classroom management and its profile. Findings revealed that all pupil-respondents passed; indeed, the majority attained excellent grades, while some attained average grades. Statistical data disclosed that the length of service among teacher-respondents affects classroom management highly, as evidenced by the computed value of r (.800), which is greater than the tabular value. 056 at the .05 level of significance. Likewise, the teachers' educational background shows a moderate correlation with their classroom management, as indicated by a Pearson r of .542, which is greater than the tabular value of .266 at the .05 level of significance. In summary, it was recommended that teachers continuously update themselves on current classroom management practices, integrated with classroom discipline for students. The Administrator should provide more opportunities for teachers to attend training to further enhance their insights, intelligence, and accomplishments in teaching strategies and classroom management, and design training programs to enhance their skills and enrich their knowledge in these areas. Further studies must be conducted in the future, involving a wider range of variables and a broader scope of the study, concerning the Management Style of teachers and the Pupils' Academic Performance.
