International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2024 Volume 12 Issue 3
Available Online: 31 May 2024
Author/s:
Villeza, Annabelle T.*
Divine Word College of San Jose, Philippines (annabelle.barrun@deped.gov.ph)
Rayton, Maria Pura C.
Divine Word College of San Jose, Philippines
Limos-Galay, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Lazaro, Neofe J.
Divine Word College of San Jose, Philippines (mharifel.javier.lazaro@gmail.com)
Abstract:
The purpose of this study was to investigate learning management and its impact on school performance during the transition from remote learning to face-to-face learning period of five school heads and 137 teachers from five public elementary schools in cluster 8 in the Division of Calamba City, for SY 2022-2023. Teachers represented a grade level from kindergarten to grade 6. A mixed method, descriptive-correlational was used. Thematic analysis revealed 31 initial themes in the management of learning practices, which were further grouped into three main categories: classroom management, teaching strategies, and teaching-learning strategies, to explore variances in managing learning practices during in-person classes among respondents. Results showed that both school heads and teachers consistently rated classroom management, teaching strategies, and teaching-learning activities with very high practice during in-person classes, indicating an exceptional level of managing learning practices. On the other hand, school heads showed notable differences in their assessment of classroom management practices, linked to their educational attainment and training sessions resulting in exceptional performance in the 2022-2023 academic year, with minimal dropouts, high promotions, and strong academic achievements. The development plan is proposed focusing on enhancing the indicators that need to be capacitated which include continuous training for school heads and improvement teaching-learning activities and feedback mechanisms.
Keywords: in–person classes, management of learning, reopened classes, school performance, mixed sequential exploratory method
DOI: https://doi.org/10.5861/ijrsm.2024.1056
Cite this article:
Villeza, A. T., Rayton, M. P. C., Limos-Galay, J. A., & Lazaro, N. J. (2024). Management of learning and school performance in the reopened in-person classes SY 2022-2023 in Calamba, Laguna. International Journal of Research Studies in Management, 12(3), 143-160. https://doi.org/10.5861/ijrsm.2024.1056
* Corresponding Author