Needs Analysis on the Competence of Secondary School Mathematics Teachers: Springboard for a Teacher Training Module
- April 15, 2021
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue III, March 2021 | ISSN 2454–6186
Rey Avila Mangarin1, Liezel V. Chan2
1Student, MAEd Teaching Mathematics, The University of Mindanao
2Dean, College, UM Panabo College
Abstract: The purpose of this quantitative non-experimental descriptive-comparative research was to generate a Teacher Training Program for Mathematics Teachers based on an Input-Output (IO) Model addressing the needs competence of Mathematics teachers in a certain Division of DepEd Region XI. Online survey on the Needs Analysis utilizing google form was conducted considering complete enumeration and in the analysis of data mean, t-test, and ANOVA were used. The results showed of all seven dimensions, two are in high level competence which are planning instruction and managing instruction; while the other five are in very high level which are: improving personal competence, specifying objectives for instruction, diagnosing and evaluating learning, delivering instruction, and administering instructional facilities and equipment. Further, it was found out that there was no significant difference on the competence of Mathematics teachers when analyzed by length of service, position, educational attainment, and age. The Teacher Training Program proposed is a two-week self-management learning program utilizing the Planning and Managing Instruction Effectively: A Self-Regulated Module formulated by the researcher.
Keywords: Needs Analysis, Competence, Teacher Training Program, Inpu-Output Model, Department of Education
I. BACKGROUND OF THE STUDY
Mathematics is always regarded as the most difficult subject to be learned and to be taught. The performance of students in mathematics is low compared to other subjects in the curricula. From the national level down to school level, various strategies were employed to address this issue and Mathematics teachers are always encouraged to design and implement new plans on how to improve the achievement of students in Mathematics (Aplaon, 2017).
Meanwhile, school leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response to this concept, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. While Mathematics teachers in Western countries are facing with an expectation that they make significant change to their teaching, but research shows a little embedded success with this claim (Golding, 2017).
