Teacher’s Classroom Activities in Relation to Their Work Performance

Classroom activities are essential in shaping teachers’ work performance, reflecting their instructional strategies, management skills, and student engagement practices. This study explored the relationship between classroom activities and the work performance of elementary teachers in South 1 District, Division of Iligan City, during the School Year 2021–2022. Using a descriptive-correlational design, the study involved elementary teachers and school administrators as respondents. A researcher-made questionnaire, developed from relevant literature, was the main data collection tool. Data were analyzed using weighted mean, standard error of difference, independent t-test, Pearson correlation coefficient (r), and t-test for correlation, all computed at a 0.05 level of significance. Both administrators and teachers rated classroom activities as "Well Manifested," particularly in instruction and classroom management. Teachers’ works performance was rated “Very Satisfactory,” with highest marks in professional and personal characteristics. A moderate positive correlation (r = 0.52) was found between classroom management activities and teacher work performance, statistically significant at t = 6.22, exceeding the critical value.Findings highlight the critical role of well-implemented classroom activities in enhancing teacher effectiveness. Strong performance in key areas such as instructional delivery and punctuality corresponds with well-executed classroom practices. The significant correlation supports the notion that effective classroom management contributes meaningfully to overall teacher performance. Teacher effectiveness is closely tied to the quality of classroom activities. Strengthening instructional and evaluative practices through professional development is recommended.