Assessment of Teachers’ Performance and the Spiral Progression Approach in Mathematics


Authors : Helmae E. Tapanan, Marilyn G. Antig, Montano L. Tapanan Jr.

Volume/Issue : Volume 6 - 2021, Issue 1 - January

Google Scholar : http://bitly.ws/9nMw

Scribd : https://bit.ly/3iQMg8Q

This study assesses the performance of Mathematics Teachers in teaching the subject adapting the spiral progression approach. With the recent implementation of K to 12 curriculum based on RA 10533 or the Philippine Enhanced Basic Education Act, the need to assess the performance of Mathematics teachers arise and must be addressed. Through cluster sampling technique, 36 Mathematics classroom teachers and 21 principals in 10 clusters were identified as respondents on this investigation. This study used the descriptive and exploratory data analysis applying the multivariate principal component analysis to determine the extent of effects of the variables measured to the Mathematics teachers’ teaching performance by means of the new spiral progression approach. Results revealed that Mathematics teachers’ years of service or teaching, numbers of seminars and trainings attended, teaching loads and even their ages affect their level of teaching performance in Mathematics while gender and educational attainment has a minimal effect on their teaching performance while utilizing spiral progression approach and various pedagogies in delivering the content knowledge. Furthermore, the Mathematics teachers nowadays have poor level of instruction and mastery of content using spiral progression approach. Hence, policy on Mathematics teachers’ selection and recruitment and trainings to be implemented must be revisited and should focus on these needs. Intensive enhancement program annually to these field teachers must be implemented conscientiously.

Keywords : Effective Mathematics teachers, Spiral Progression Approach, Mathematics level of Performance, Mathematics Teaching Instruction

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