Competence and professional development needs of teachers in mathematics instruction: Cordillera Administrative Region, Philippine context

Abstract

An assessment study on the charting the course for early math success: an analysis of Grade 2 teachers’ competence and development needs in the Division of Abra. This study employed a descriptive-correlational research design to analyze the competence and professional development needs of Grade 2 teachers in mathematics instruction.  The population consisted of all the 50 Grade 2 teachers currently assigned to public elementary schools in the Bucay District. These teachers are directly responsible for delivering mathematics instruction at the Grade 2 level. Methodologically, the study utilized the Weighted Mean for the level of competence and professional development needs of Grade 2 teachers in mathematics instruction and with the Pearson Product Moment Correlation Coefficient to test the relationship between level of competence and professional development needs. Study concludes that the Grade 2 teachers have a high competence on mathematics instruction in terms of content knowledge; pedagogical strategies; and on assessment practices. Their professional development needs in mathematics instruction is an urgent need particularly in the application of strategies for engaging learners in math problem-solving and strategies for teaching number sense and operations and designing formative and summative math assessments. The teachers' perceived professional development needs do not significantly relate to their current competence in teaching mathematical word problems.