Linking Teaching Competencies and Mathematics Beliefs among Secondary Mathematics Teachers in Area I, Batangas

Abstract

INTRODUCTION

In the quest for quality education, a teacher plays an important role in the teaching-learning process. A competent teacher can effectively transmit knowledge, skills, competencies, and values needed by the learner. The key factors in any teaching-learning environment are teacher's competencies and teaching effectiveness. To be competent, the teacher must effectively transmit the necessary competencies to the learner. In doing so, teachers need to know what really characterizes a competent teacher.

METHODS

The study utilized the descriptive method of research to determine the needed information regarding the teaching competencies and beliefs of mathematics teachers. Descriptive method is viewed to be suitable to the present study which assessed the links between teaching beliefs and teaching competencies of secondary mathematics teachers in Area I, Batangas.

RESULTS

Most of the respondents are in the age bracket of 30-39, female, with master’s unit, teaching for 1 to 5 years, teacher 1, not active in attending seminars and training, and do not conduct research. This study found a significant difference in the levels of teaching competencies of mathematics teachers when grouped according to the profile variable. The secondary mathematics teachers agree on mathematics beliefs. There is no significant relationship between teaching competencies and mathematics belief of the respondents except personal growth and professional development with the nature of mathematics.

DISCUSSIONS

A competent teacher can effectively transmit knowledge, skills, competencies, and values needed by the learner. The key factors in any teaching-learning environment are teacher's competencies and teaching effectiveness. To be competent, the teacher must effectively transmit the necessary competencies to learners. In doing so, there is a need to know what really characterizes a competent teacher. As a professional teacher, they are actively involved with learners, fellow teachers, school officials, and community leaders. At the heart of their involvement in the teaching-learning process are dynamism and relevance. To respond to the demand and the call of the profession, there is a need to continuously assess teachers' competencies.