Academic Task Management and Learner's Development In Tagum City Division

This study explored the influence of academic task management on learners’ development among 101 public junior high school teachers in Tagum City Division, Philippines. Guided by Bandura’s Social Learning Theory and Maslow’s Hierarchy of Needs, and adopted a quantitative descriptive-correlational method. Learners’ development was evaluated in terms of their study habits, social skills, and behavior. The findings revealed that academic task management was consistently practiced at a high level across all domains. Correspondingly, learners exhibited strong development outcomes, with particular strength noted in social skills. The study confirmed a significant positive relationship between academic task management and learners’ development, establishing that effective classroom strategies play a critical role in enhancing students’ academic and personal growth. Among the examined dimensions of academic task management which were motivation to learn, classroom environment, and learners’ participation, classroom environment emerged as the most influential factor in facilitating learners’ development. The results stressed the importance of intentional, student-centered academic management in cultivating a supportive and empowering educational experience. This study aim to optimize instructional practices and create developmentally responsive learning environments. These insights may serve as a valuable reference for educators and policymakers in shaping evidence-based strategies that promote holistic learner development.