Classroom Management in Mathematics and Its Relationship with Student Academic Performance in Public Elementary Schools in El Salvador

Since 2018, the Ministry of Education of El Salvador has implemented a nationwide mathematics learning strategy across all educational levels. However, after seven years of implementation (2018-2024), challenges remain in both students’ academic achievement and classroom management. This study aims to identify the classroom management styles employed by teachers and analyze their relationship with students’ academic performance. The research is based on a sample of 20 video-recorded mathematics lessons from 20 elementary schools in San Salvador, specifically in fifth grade. Data were collecting using the Classroom Management Styles Assessment Protocol and a mathematics test. The findings indicate that most teachers tend to adopt a classroom management style characterized by minimal control over the learning environment. However, statistically significant differences in students’ academic performance were observed, especially in classrooms where teachers implemented a more balanced, collaborative, and interactionist approach.