This study examines the impact of teacher punctuality on the motivation and academic performance of Grade 11 students in the Accountancy, Business, and Management (ABM) strand at Negros Oriental High School, acknowledging its often-overlooked significance in shaping the learning environment. The researchers will employ a quasi-experimental design consisting of two sections, ABM 11A and ABM 11B, within the subject “Understanding Culture, Society, and Politics.” Teacher A (ABM 11A) will consistently arrive late, while Teacher B (ABM 11B) will maintain strict punctuality over seven school days. The researcher will measure academic performance using a standardized test and compare the scores to identify significant differences. The researcher will also gather qualitative data on motivation, teacher attitude, and class climate during the intervention through focus group interviews with randomly selected students from both sections. By analyzing both quantitative and qualitative data, this study aims to gain a comprehensive understanding of the relationship between teacher punctuality and student outcomes. The researchers anticipate that the results will highlight the significant contribution of teacher behavior to enhancing student participation and achievement, ultimately providing evidence-based recommendations to educational stakeholders for improving teaching skills and maximizing learning environments by promoting professional behavior and, most importantly, punctuality.