Capability Enhancement Framework in Mathematics for Secondary School Master Teachers

Abstract

Introduction

The issues in mathematics education reflect the need for policies or programs that would address the underachievement of students and the inadequate content and pedagogical knowledge of teachers. Both teachers and members of the administration ensure that these issues are properly addressed. Specifically, Master Teachers (MTs) play a great role in assisting their respective principals or school heads in this aspect. Nonetheless, literature and results of observations indicate that the competence of MTs is far from expectations. Anent, this study was conducted to develop a validated Capability Enhancement Framework (CEF) in Mathematics for secondary school MTs.

Methods

Total enumeration was applied to determine the Master Teacher respondents and their immediate supervisors. Data were gathered using survey questionnaires and through an informal interview. Means, standard deviation, frequency counts, percentage, rank, and t-test were used in the analysis of data. Nine experts were involved in validating the framework.

Results

Results showed that the Master Teachers are proficient along the Diversity of Learners; School, Home and Community Linkages; Planning, Assessing and Reporting; Curriculum Content and Pedagogy; and Instructional Leadership. They are highly proficient along Social Regard for Learning; Personal, Social Growth and Professional Characteristics; and Learning Environment. MTs have a high level of mastery of the learning competencies in Mathematics. Lowest ratings were received on competencies involving proving and application of concepts to situational problems. Also, their problems in performing their duties and responsibilities include time constraint; inadequate knowledge; insufficient support from stakeholders; lack or inadequate resources or funding; overlapping of schedules; lack of daily lesson log and visual aid preparation; and, inattentiveness of students. Most of them do not have a publication, have not written action research, and have attended very little training.

Discussions

The results imply that MTs are not adequately equipped with the competencies and their functions, their mastery level on the subject competencies taught in Mathematics is approaching the expected level of very high, and, some problems challenge them in the performance of their duties and responsibilities. With a rating of highly valid, the CEF in Mathematics is recommended for adoption as a basis in crafting policies and programs for MTs' growth and development.