Needs Assessment of Senior High School Teachers in Mathematics Instruction

Abstract

This study attempted to assess the needs of Senior High School Teachers in Mathematics instruction at the Schools Division Office of Cabanatuan City. Specifically, it sought to describe the following; the professional qualification, the familiarity with Mathematics essential knowledge, the pedagogical strategies employed; and the significant relationship between the profile of the respondents with familiarity with Mathematics essential knowledge and pedagogical strategies employed, the educational infrastructure in terms of teacher’s guide and adequacy of Mathematics materials in terms of instruction. As an output, the identified needs of the SHS Mathematics teachers were collected for future use. The study utilized descriptive-correlational research as it describes and examines the relationship between variables without making any causal claims. Based on the results of the study, the following conclusions are drawn: the majority of the respondents have Master’s Degrees in Education with a specialization in Mathematics, have 1 to 10 years of teaching experience, attended 5 to 7 various seminars in their field of self-identified specialization, all of the respondents teach Mathematics subjects and some of them are also teaching non-mathematics subjects. No respondents are freed from Non-Teaching Assignments; the familiarity of the respondents with essential knowledge in Mathematics Instruction is EXCELLENT, pedagogical strategy most employed by the respondents is Assessment; there is no significant relationship between the profile of the respondents and their competence on General Mathematics essential knowledge; the DepEd – issued Teacher’s Guide is generally rated by respondents as strongly agree or Excellent,  the availability and sufficiency of Mathematics Materials inside the classroom is SATISFACTORY. Based on the study conducted, the needs of SHS Mathematics teachers in the public secondary schools of Cabanatuan City must be concentrated on provision of more usable and sufficient Mathematics tools and materials. Mathematics-related seminars focusing on content are also found to be a necessity among teachers.