This study examined the instructional practices and classroom management strategies of faculty members and their relationship to student academic achievement. Specifically, it investigated how faculty manage classroom behavior, apply teaching techniques, and provide planning and support, and whether these practices vary according to faculty profiles such as age, sex, program taught, number of preparations, seminars attended, designations, and plantilla positions. The study also explored the correlations between instructional practices, classroom management strategies, and students’ general weighted averages to determine which aspects of teaching and management significantly impact academic performance. Findings revealed that faculty members generally demonstrate very good classroom management strategies and good to very good instructional practices. Among the dimensions, specific teaching techniques and assessment practices showed strong positive correlations with student academic achievement, while planning practices, general behavior management, and support strategies were not significantly related to performance. Moreover, differences in instructional and management practices were observed across programs taught and plantilla positions, indicating that teaching experience and program context influence faculty performance. Based on these findings, a faculty development plan was proposed, focusing on reflective teaching, interactive instructional strategies, effective classroom management techniques, and collaborative professional learning communities. The study implies that integrating high-quality instructional practices with proactive classroom management is crucial in fostering student engagement and improving academic outcomes. These results provide practical guidance for faculty development initiatives aimed at enhancing teaching effectiveness and supporting student learning across various programs and faculty roles.
MAR-NELIE D. BUTAC (Tue,) studied this question.