The Level of Performance of Mathematics Teachers in the Public Secondary School in Tiaong Quezon: A Basis for a Two-Pronged Training Program

Abstract

INTRODUCTION

In the Division of Quezon, Tiaong District particularly in the Private secondary schools, quality mathematics teaching had been given much emphasis. Several seminars and training-workshops had been organized to update and upgrade teachers' competence. One most recent Mathematics Seminar was organized by the Association of the Private Schools last July, 2010. The seminar-workshop on Trends in Teaching High School Mathematics aimed to improve the students' mathematics performance in the 2009 National Achievement Test (NAT) (Eligio2010).

METHODS

The descriptive method of investigation was used in the study. This design aims at gathering data about the existing conditions. Calmorin (2005) describes descriptive design as a method that involves the collection of data to test hypothesis or to answer questions regarding the present status of a certain study. Further, Deauna (2003) defines such design as one that includes all studies that purport to present facts concerning the nature and status of anything. Since the comparison on the perceptions of the respondents along instructional competence and the relationship of the data on the teachers' profile, content, and instructional competence were established, the descriptive-comparative and the descriptive-correlation methods were employed, respectively.

RESULTS

The mathematics training shall be under the over-all management of the principal with the assistance of the academic coordinator and the mathematics coordinator. The facilitators for the proposed training program were chosen based on their qualifications, trainings and seminars attended and organized, and competence along the different areas of concern. Most of the facilitators were speakers of the different seminar-workshops attended by the researcher. Such being the case, their expertise has really been considered in choosing their area for training.

DISCUSSIONS

The result of the study focuses on lectures integrated with interactive discussion with application, skill builders, and follow-up workshops will be the main methodologies of the training course. Participants will be engaged in different set-ups: individual for the lecture, solving and application, pair for the brainstorming and group for the workshops. The teacher-participants were sometimes asked to share their know-how and procedures about certain situations so that the discussion will be more substantial, fruitful, and participative.