Digital Teaching Skills, Classroom Management, and the Teachers’ Job Performance of Seventh Day Adventist in Central Mindanao Mission

This study aimed to determine the level of digital teaching skills and classroom management in relation to the job performance of Seventh-day Adventist teachers in the Central Mindanao Mission for the school year 2024–2025. Specifically, it sought to answer the following questions: What is the level of digital teaching skills in terms of digital-age learning, digital citizenship, and creativity and innovation? What is the level of classroom management among teachers in terms of specific teaching techniques, collaboration with parents, and planning with colleagues and the community? What is the level of teacher performance based on instructional competence, record-keeping, involvement in school, home, church, and community, professional and personal characteristics, and punctuality and attendance? Is there a significant relationship between classroom management and digital teaching skills in relation to teachers' job performance? The study employed a survey questionnaire adapted from Cresencio (2019) for classroom management, while teacher performance was assessed using the Performance Appraisal System for Elementary Teachers (PASET) from the Central Mindanao Mission. Responses were measured using a five-point Likert scale. Weighted mean and standard deviation were used to assess the levels of classroom management, digital teaching skills, and job performance. Pearson's r was applied to test the significance of relationships between the variables. Results showed that teachers consistently demonstrated strong classroom management and digital teaching skills, rated as “always practiced,” while their job performance was described as “outstanding” and interpreted as “very effective.” A positive and significant relationship was found between digital teaching skills, classroom management, and job performance. These findings suggest that enhancing classroom management and integrating digital tools into teaching significantly contribute to improved teacher performance. The results highlight the need for ongoing professional development in both digital pedagogy and classroom management to sustain and elevate teaching effectiveness.