Professional Development of Mathematics Teachers toward sa Well-Defined Career Stages in Area 1, Province of Batangas

Abstract

INTRODUCTION

Good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. It should not be regarded as a process of consumption, but as a process of interaction between teachers and students. Thus, teachers need to become complete professionals because students need them and one way of doing this is through continuous professional development.It is for this reason that this study aimed to determine the classification of mathematics teachers in Area 1, Province of Batangas, which focused on the seven domains of Philippine Professional Standards for Teachers (PPST).

METHODS

The descriptive method of research was adapted with the questionnaire, observation, and interview as data gathering instruments. The respondents were 126 Mathematics teachers.

RESULTS

Based on the analysis of the data, the findings of the study revealed that most of the respondents were female, with master's degree or Completed Academic Requirements (CAR), has been teaching for 10 years or less and was given a chance to attend seminars given by the Department of Education mostly in local level. The respondents were classified as beginning teachers in the seven domains of the PPST. No significant relationship was found on the gender, educational attainment, and seminars/training attended in local, regional and national level except for the age and number of years in service. Most of the respondents encountered challenges that can affect their professional development specifically on seminars/training are limited only to some teachers.

DISCUSSIONS

Considering the significant findings revealed and conclusions drawn from the study, it was recommended that mathematics teachers have to be encouraged to continue pursuing their graduate studies, especially in line with their field of specialization. They should also be sent to training, seminars, and workshops to upgrade their skills and update them on the latest trends in education. The proposed professional development programs may be reviewed by the experts so that it could be of great help in implementing a training program to upgrade the mathematics teachers' career stage.