TEACHER-LEARNERS INTERACTION AND GRADE VI ACADEMIC OUTCOMES IN EDUKASYON SA PAGPAPAKATAO OF BISLIG CITY SPED CENTER, BISLIG CITY DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

EDUCATIONAL MANAGEMENT

This 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, Bislig City Division, during School Year 2025–2026. A quantitative descriptive-correlational design was used to describe pupils’ perceptions of teacher interaction and determine whether these perceptions were associated with their recorded academic performance. Sixty-three Grade VI pupils participated through complete enumeration, comprising 31 pupils from Generosity and 32 from Gratitude. Teacher–pupils interaction was measured through an adapted Classroom Assessment Scoring System–Student Report (CLASS-SR) questionnaire covering emotional support, classroom management, and instructional support, while academic performance was represented by official EsP quarterly grades. Results showed that teacher–pupils interaction was generally strong, with an overall mean of 4.04. Emotional support obtained the highest domain mean (M = 4.26, SD = 0.71) and was consistently demonstrated, while instructional support (M = 4.17, SD = 0.72) and classroom management (M = 3.69, SD = 0.80) were often demonstrated. Academic performance was likewise high: in Quarter 1, 71.43% of pupils were rated Very Satisfactory and 19.05% Excellent; in Quarter 2, 69.84% were Very Satisfactory and 23.81% Excellent. Pearson’s product–moment correlation showed a moderate positive and statistically significant relationship between teacher–pupils interaction and academic performance (r = 0.452, p < 0.001). The findings indicate that pupils who reported more supportive and effective classroom interactions also tended to have higher EsP grades. Because the study was correlational and conducted in one school, the result should be interpreted as an association rather than proof of causation. The study recommends strengthening emotionally supportive relationships, consistent classroom routines, contextualized instructional support, active values-based learning experiences, and regular monitoring of learner progress to sustain and further improve EsP outcomes.

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