Extent of Teachers' Participation and School Heads' Perceived Roles in Mathematics Instruction in San Juan District

Abstract

INTRODUCTION

This study aims to ascertain the roles of school managers in enhancing Mathematics instruction in the District of San Juan. Specifically, the study aims to answer the following questions: (1) To what extent do the school heads perform their roles in enhancing Mathematics instruction as perceived by them and the teachers in terms of curriculum implementation, teaching strategies, and provision of instructional materials? (2) How do the school heads perceive their roles to improve Mathematics instruction in terms of monitoring and evaluating the teaching and learning process, conducting trainings, undertaking research, and mentoring the teachers?

METHODS

This study made use of the descriptive quantitative research design to describe the characteristics of a population being studied. In order to qualify the data gathered, weighted mean and T-test were utilized.

RESULTS

Findings showed that the extent of school heads’ performance of their roles in enhancing Mathematics instruction are extensive. The school heads practiced their roles to improve Mathematics instruction in terms of monitoring and evaluating the teaching and learning process, conducting research, understanding research, and mentoring the teachers extensively. There was no significant difference between the perception of the teachers and the school heads on their performance of roles in terms of curriculum implementation, teaching strategies, and provision of instructional materials. Guidelines contain the brief steps on how to help teachers enhance their teaching skills in Mathematics. At the same time, the researcher prepared an action plan to enhance Mathematics instruction in the Division of San Juan.

DISCUSSIONS

The school heads and the teachers practiced their roles at a high extent, as per their perception, in terms of curriculum implementation, teaching strategies, implementation, and provision of instructional materials. The school heads practiced their roles at a high extent to improve Mathematics instruction, as perceived by them, in terms of monitoring and evaluating the teaching and learning process, conducting trainings, undertaking research, and mentoring the teachers. There was no significant difference between the perception of the teachers and school heads on their performance of roles in terms of curriculum and teaching implementation and provision of instructional materials. A proposed project and action plan was prepared to improve Mathematics instruction in the secondary schools of the Division of San Juan.