Behavioral Management Practices and Performance Among Teachers with Ancillary Functions

ABSTRACT Behavioral management practices enable teachers to handle their work and enhance teaching effectiveness and performance. Previous studies have explored behavioral management practices, but few have examined their direct impact on teachers’ performance. This study aimed to determine the respondents' level of behavioral management practices and performance. Specifically, it investigated the relationship between these variables using a descriptive correlational research design. A universal sampling technique was employed, which involved one hundred fifty (150) respondents from the public elementary schools of Tagoloan Districts during the School Year 2022-2023, who handled ancillary tasks. The Coping Mechanisms questionnaire was used to determine the level of the respondents’ behavioral management practices and the Individual Performance and Commitment and Review Form (IPCRF) to determine the level of the respondents’ performance. Statistical tools such as mean, standard deviation, and Pearson’s r correlation were applied to analyze the data. Results showed that teachers demonstrated a high level of behavioral management, and performance exceeded expectations. Positive reappraisal emerged as the most frequently employed behavioral management while learning environment and diversity of learners ranked highest in teacher performance. However, no significant relationship was found between behavioral management practices and teacher performance, indicating that other factors may contribute to teachers' effectiveness. Based on the findings, the study recommends professional development training on behavioral management practices to enhance teachers’ capacity to handle workloads effectively. Future research should explore additional determinants of teacher performance to provide a broader understanding of factors influencing educators with ancillary functions.