21st-Century Teaching Skills and Performance of Mathematics Teachers in the Schools Division of Santa Rosa City, Laguna

Abstract

INTRODUCTION

Mathematics teachers play a vital role in honing the students' interests and deep appreciation for mathematics subjects. Thus, math teachers should be competent enough to help the students understand the subject and contribute to the academic performance of the students as well as of the school. Furthermore, the 21st-century teaching skills of teachers may be considered by math teachers to perform well and deliver the job with optimum results.  The quality of delivery and performance of the teacher is measured at present, through the use of Individual Performance Commitment Review Form (IPCRF). Thus, this study assessed the 21st-century teaching competencies of math teachers and their performance in school through IPCRF.

METHODS

This study is a quantitative study using a descriptive correlational research design. The researcher used a survey questionnaire to assess the teaching skills of the mathematics teachers, which was based on the Competencies of Modern Teacher by Olga Nessipbayeva (2012). The instrument went through content validation by the experts in mathematics.

RESULTS

The math teachers in the division are proficient in the 21st-century teaching skills with the overall mean of 3.37. They are highly proficient in instructional skills, which is first in the rank list (3.66). This means that the math teachers are highly proficient in integrating technology or ICT tools in the teaching-learning process to maximize students' learning. Rank two in the 21st century teaching skills of the math teachers where they are highly proficient is the pedagogical skills (3.53). Teachers are highly proficient in the content of the subject and know how to connect to other disciplines and they are proficient in leadership skills (2.95), facilitative skills (2.93), and reflective skills (2.65). Moreover, the math teachers in the division of Santa Rosa City have a very satisfactory performance with the general mean of 3.83. Furthermore, all the 21st-century teaching skills of mathematics teachers are significantly related to the performance of the teachers in school as supported by the computed r of 0.616.

DISCUSSIONS

Based on the results, it can be concluded that Instructional, pedagogical, leadership, facilitative, and reflective skills are significantly correlated to teachers' performance. These 21st-century teaching skills contribute positively from low to high extent in the teaching performance of math teachers.