Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics

Riel Reuben O Sogillo

doi:10.11648/j.ash.20160202.11

Abstract

Mathematics teachers’ quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students’ Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael’s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers’ and SMCC teachers’ extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students’ performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.

Highlights

Teaching is an active process in which one shares information with others to make behavioral changes
This study aims to determine the quality of Mathematics teachers in a public school and a private school in Nasipit, Agusan del Norte, Philippines
This study primarily employed quantitative techniques to conduct a descriptive-comparative research. It described each of the aforementioned variables that serve as indicators of the quality of Mathematics teachers

Summary

Introduction

Teaching is an active process in which one shares information with others to make behavioral changes. Along with teaching is learning, which refers to the process of assimilating information with a resultant change in behavior. The teaching-learning process is a planned interaction that promotes behavioral change that is not a result of maturation or coincidence (Banks, 2000). Teaching and learning activities solidify parts or the process of the curriculum where the questions of “what should be taught?” and “how do they learn?” are answered. This stage is largely the planning of how learning will take place. The quality of teaching-learning process is defined as the extent

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Conclusion