Jeanalyn A. Celis¹, Denis A. Tan^2,, Vicente G. Celis Jr.³, Roger J. Tan³

This study developed a structural model of classroom management, job satisfaction, and stress coping mechanisms on the performance of seven hundred twenty-eight (728) public senior high school teachers in Region X for the School Year 2018-2019. The Structural Equation Modelling (SEM) method was used to establish a structural model that best fits their performance as influenced by independent variables. Results revealed that senior high school teachers' classroom management in teaching, discipline, and parent involvement were all highly managed. They were fairly satisfied with their working place, nature of work, and fringe benefits. Stress coping was high, specifically in their personal characteristics, job-related activities, and interpersonal relationships. Senior high school teachers performed very satisfactorily in all key result areas (KRAs): the teaching-learning process, learning outcome, community involvement, professional growth and development, and special tasks/plus factors. A highly significant relationship existed among senior high school teachers' classroom management, job satisfaction, and stress coping towards their performance. But only classroom management and stress coping best predict their performance. The best-fitting model was anchored on classroom management and stress-coping toward senior high school teachers' performance. The study revealed that classroom management correlated with stress-coping support on senior high school teachers' performance. Thus, the better the teachers' classroom management and stress-free life, the better the performance.

classroom management, job satisfaction, stress coping, senior high school