NATIONAL ACHIEVEMENT TEST IN MATHEMATICS AS INFLUENCED BY TEACHING ATTRIBUTES OF TEACHERS

Christopher D. Esteban,PhD

The study was conducted in both the Schools Division of Tarlac Province and Tarlac City. It involved 102 fourth year Mathematics teachers in the public secondary schools. The study described the respondents' teaching attributes in terms of: Mathematics teaching competencies along knowledge, skills, attitude, and values; Mathematics teaching difficulty along content, instructional guidelines and assessment; Teaching Efficacy; Teaching Practices such as Student-Centered, and Teacher Centered; Pedagogical Beliefs in Teaching Mathematics along Constructivist Approach and Formal Approach. Furthermore, the study established the influence of the selected teaching attributes on the result of the National Achievement Test performance of students in mathematics

Results revealed that teachers’ teaching competencies in Mathematics along knowledge/ concepts were “very familiar”, skills to possess were ”very important”; attitude/ outlooks were “strongly favorable”; and values or what the teacher thinks important were “quite a deal”; teacher’s teaching difficulty were described as “sometimes” encountered along content, assessment, and instructional guidelines. Teaching efficacy yielded to have “extremely likely” influenced students’ performance; Teacher’s teaching practices in both student-centered and teacher-centered were found to be “likely” employed, and; pedagogical beliefs in teaching mathematics along constructivist and formal approach were found to have been utilized generally by the respondents as they are agreeable to them. The National Achievement Test Performance in Mathematics mean percentage score obtained was “average”. Teachers’ Competencies along Knowledge, Skills, Attitude, Values; Teaching Difficulties along Instructional Guidelines, Assessment; StudentCentered Teaching Practices; Pedagogical Beliefs in Formal Approach in Teaching Mathematics; and Teaching Efficacy significantly influenced the National Achievement Test Performance in Mathematics.

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The author is Principal II at Cut Cut

II Elementary School, Tarlac City