Training Needs of Mathematics Teachers in Public Secondary Schools

Abstract

INTRODUCTION

Teachers shape the future of the country; in their hands lie the quality of citizens a nation will have. They should exert efforts to further develop their skills and upgrade their competencies. They should be in the constant path of continuing education to be able to respond to the shifting academic landscapes. Thus, it is important that teachers also continue to professionalize themselves, and one way of doing this is through proper training. This study aimed to assess the training needs of mathematics teachers in public secondary schools in Area I, Division of Batangas.

METHODS

The descriptive method of investigation was utilized in the study. The respondents were 97 Grades 7 and 8 mathematics teachers from public secondary schools in Area I, Division of Batangas. A researcher-constructed questionnaire, observation, interview, and focus group discussion were utilized and conducted to elicit more pertinent information and ideas vital in enriching the responses.

RESULTS

The study revealed that most of the respondents were female, with master's degree units, have been teaching for 10 years or less, and with no membership in any professional organization. The respondents need a training on subject matter content, innovative teaching strategies, and management of student conduct. No significant differences were found on the extent of the training needs of respondents when grouped according to sex, highest educational attainment, number of years in teaching mathematics, and membership in professional organizations, except for the innovative teaching strategies of male and female teachers. A training management guide was proposed to respond to the training needs of the public secondary schools’ mathematics teachers.

DISCUSSIONS

Mathematics teachers have to be encouraged to continue pursuing their graduate studies, especially in line with their field of specialization. They should be sent to trainings, seminars, and workshops to upgrade their skills, and update them on the latest trends in education. The school may provide sufficient instructional materials such as DLP projectors, computer units, and activity sheets to be used by the teachers for improved instruction. The proposed training management guide may be reviewed by experts so that it could be of great help in implementing a training program for mathematics teachers.