Teacher-Learners Interaction and Grade VI Academic Outcomes in Edukasyon Sa Pagpapakatao of Bislig City SPED Center, Bislig City Division: A Descriptive-Correlational Approach

This descriptive-correlational study examined the relationship between teacher–pupils’ interaction and the academic performance of Grade VI pupils in Edukasyon sa Pagpapakatao (EsP) at Bislig City SPED Center during School Year 2025–2026. The study involved 63 Grade VI pupils selected through complete enumeration. Teacher–pupils’ interaction was assessed in terms of emotional support, classroom management, and instructional support using the adapted Classroom Assessment Scoring System–Student Report (CLASS-SR), while academic performance was measured through official quarterly grades. Findings showed that teacher–pupils’ interaction was generally high, with emotional support consistently demonstrated and classroom management and instructional support often demonstrated. Pupils likewise exhibited generally very satisfactory academic performance. Correlation analysis revealed a statistically significant moderate positive relationship between teacher–pupils’ interaction and academic performance (r = 0.452, p < 0.05), indicating that stronger classroom interactions were associated with better academic outcomes. Based on the findings, interventions emphasizing emotional support, effective classroom management, instructional support, and learner engagement in values-based activities were proposed to further strengthen pupils’ performance in EsP.