This study examines the relationships between teachers workload, classroom practices, and students' mathematics performance. Utilizing a descriptive-correlational design with Structural Equation Modeling (SEM), data from 58 grade 10 mathematics teachers and 844 senior high school students in the Schools Division of Ifugao for the academic year 2023-2024 were analyzed. Findings indicate that teachers are predominantly rated highly in various teaching areas, handle multiple subjects and preparations, and students' overall performance in mathematics is satisfactory. The study highlights the significant impacts of teaching load and classroom practices, emphasizing the importance of assessment and feedback practices. Recommendations include enhancing assessment and feedback, optimizing workload distribution, promoting effective classroom practices, utilizing technology wisely, and supporting teachers with multiple designations. Implementation of these recommendations aims to improve teaching quality and students' mathematics performance, leading to enhanced learning outcomes and educational success.

Keywords: Teacher's Workload, Classroom Practices, Mathematics Performance, Assessment and Feedback, Structural Equation Modeling  

Thesis (Master of Arts in Teaching - Mathematics)

Includes appendices and bibliographical references