Kayvin V. Orpilla
ABSTRACT
This study delves into the factors contributing to effective teaching practices, identify areas for improvement, and propose strategies for enhancing the professional development of mathematics educators in the district. This descriptive correlational design aimed to investigate the relationship between the teacher-participants’ personal and professional qualities and their professional competence. To achieve this objective, an adapted questionnaire and open-ended question were administered to gather data on participants’ profile, level of professional competence, level of personal and professional qualities, and the challenges/problems faced in teaching Mathematics. The findings revealed that the level of professional competence and personal and professional qualities of the teacher-participants are very high. Moreover, there were no significant differences in the professional competence of the teacher-participants when grouped according to profile variables except on the mathematics subjects currently handled under classroom management. As to personal and professional qualities of the teacher-participants when grouped according to profile variables, it showed that there were no significant differences except for adaptability when grouped according to highest educational attainment and empathy when grouped according to age. Among the teachers’ challenges were pedagogical challenges, student-elated challenges, and curriculum-related challenges. As an offshoot of the study, a plan of action was crafted to improve/sustain the level of professional competence and personal and professional qualities of the teacher-participants.
Keywords: Challenges encountered, Mathematics teachers, Personal and Professional Qualities, Professional Competence