This study aimed to identify the relationship between teaching styles of the early grade public school teachers and academic performance of their learners in Camarin D Elementary School focusing the teaching strategy to raise the academic performance of the learners. When it comes to keeping students engaged in the lesson, teachers must determine the style of teaching that suits their students best. There was no significant relationship found in teaching styles and academic performance of their learners. Through this study, teachers and educators will be able to choose the best teaching styles that suits to their learners. The study used the Quantitative method of research. It involved a group of respondents - 66 primary teachers (23 grade one teachers, 22 grade two teachers, 21 grade three teachers) in Camarin D Elementary School. It utilized survey questionnaires for the teachers through their respective grade chairmen. It also used a survey checklist for the teacher's demographic profile. Out of 66 teacher respondents, it shows that all of them are female. In terms of age majority of the respondents were 45 above years of age. There were 68 females. When it comes to educational attainment of the respondents, most of the respondents finished their degree in BEED (General Education) In years in service majority of the respondents falls under 21-30 years in teaching In terms of grade level assignment grade one to grade three has almost the same percentage. When it comes to the teaching styles of the early grade public school teachers the teaching style often used by the teachers is democratic teaching style. Therefore teacher creates an atmosphere of acceptance and high expectation. It creates an environment of order and routine. So learners will develop self-reliance and learn socially competent behavior. They will own and solve their problems and will learn from mistakes. As per general weighted average of the learners, the result shows that the overall mean of the academic performance from first to third grading were 79, 86, 80.96, and 82.05 consecutively. It shows that their learner's general average increases from first to third grading. Result hypothesis testing using Pearson r on the significant relationship between academic performance and teaching style in terms of authoritative and democratic teaching style has a significant relationship between the teaching styles and academic performance of their learners however result hypothesis testing using regression analysis on the significant relationship between academic performance and teaching style in terms of laissez-faire teaching style has no significant relationship between the teaching styles and academic performance of their learners

Result hypothesis testing using Pearson r on the overall significant difference among the teaching styles when grouped according to profile shows that there has no significant difference among teaching styles according to age educational attainment, years in service and grade level assignment but there is a significant difference in terms of gender.
A training program for teachers was proposed that will enhance their teaching skills, discover teaching techniques and for them to choose the best teaching styles suited for their learners. Based on the summary, findings and conclusion, these recommendations are forwarded and given. The study recommends that teachers should not only stay in one grade level only. They must be given opportunity to teach in other grade levels for them to discover other styles in teaching Teachers should adopt a teaching style that suits the preferred learning style of the students to deeply motivate them to learn through. Pupils should strive hard to elevate their performance academically. Along this, the school must set higher standard which will lead for higher performance. The teachers should provide a positive teaching and learning environment which is up to date because it can form a conducive and suitable environment for students academic engagement style and also to to better achievement Teachers should increase their knowledge of various instructional strategies in order to keep students engaged and motivated throughout the learning process therefore programs and trainings must be provided to teachers to encourage them to employ a variety of teaching styles. Further study on the learning preferences of students and teaching styles of teachers considering other variables is recommended