This study investigated the relationship between educational practices and teaching performance among English teachers in the Division of Surigao City during the School Year 2023–2024. Using a descriptive–correlational research design, data were collected from 58 English teachers through a validated questionnaire and performance records from the Results-Based Performance Management System–Philippine Professional Standards for Teachers (RPMS–PPST) and the Individual Performance Commitment and Review (IPCR) forms. Statistical tools such as frequency, percentage, mean, standard deviation, Mann–Whitney U Test, Kruskal–Wallis H Test, and Pearson Product–Moment Correlation were used to analyze the data at a 0.05 level of significance. Findings revealed that the respondents demonstrated a very high level of educational practices across all dimensions: instructional strategies (M = 3.60, SD = 0.38), classroom management (M = 3.73, SD = 0.33), and student engagement (M = 3.62, SD = 0.38). Teaching performance was rated as very satisfactory to outstanding (overall M = 4.45, SD = 0.46). Results further indicated no significant differences in educational practices and teaching performance when grouped according to sex, educational attainment, or years in teaching (p > 0.05). However, a significant difference in student engagement was found when grouped by age (p < 0.05). Correlational analysis revealed a strong positive relationship between overall educational practices and teaching performance (r = 0.648, p = 0.001). These findings affirm Bandura’s Social Cognitive Theory (1977), emphasizing that teachers with higher self-efficacy are more likely to apply effective instructional and management strategies that enhance learner engagement and teaching outcomes. The study recommends continuous professional development, peer mentoring, and technology integration to sustain excellence in English instruction and align with RPMS–PPST standards. Keywords: Educational Practices, Teaching Performance, Instructional Strategies, Classroom Management, Student Engagement, RPMS–PPST, Social Cognitive Theory, Surigao City
Bonono et al. (Tue,) studied this question.