The Enablers and Outcomes of Research Productivity among Junior High School Mathematics Teachers: A Structural Model

Roldan Soriano Cardona

doi:10.29333/ejmste/8563

Abstract

Research is a universally acknowledged tool in and for education. This study investigates the enablers and outcomes of research productivity of high school mathematics teachers. Using partial least square structural equation modelling, data from 211 tenth-grade mathematics teachers of five public schools divisions in the northeastern part of Philippines was evaluated. Findings showed that the research participation and productivity respondents was generally low but the teacher-researchers’ growth potential is immense. The individual-institutional-leadership model strongly and positively influenced research productivity. Leadership in research in the school level is a critical area towards research productivity. The findings have policy implications in terms on how to encourage mathematics teachers to participate in research-related activities that will contribute to a research-informed teaching and learning. It is highly recommended to develop interventions to improve involvement, extrinsic motivation, mentoring, networking, resources, and leadership domains.

Highlights

Math educators play a vital role in building and in refining of knowledge towards the improvement of the K to 12 mathematics curriculum delivery in the Philippines
Majority of the papers’ criterion variable is academic performance. Their initiatives target a better performance across mathematics competencies like in polynomials, word problem solving, inscribed and central angles, intersecting secants, and integers, among others
On the growing recognition of the potentials of research in educational settings and policy making in the basic education sector, it is important to find out whether a classroom teacher is geared towards a teacherresearcher genome

Summary

Introduction

Math educators play a vital role in building and in refining of knowledge towards the improvement of the K to 12 mathematics curriculum delivery in the Philippines. Their sphere of duty extends as facilitators of learning and as evidence-based practitioners (Santo, Engstrom, Reetz, Schweinle, & Reed, 2009). Research is extremely important in mathematics education (Segal, 2009) It forms the basis of the content of teaching (Marsh & Hattie, 2002; Thomas & Harris, 2001). Successful teacher-researchers can increase confidence and credibility leading to a better and effective teaching performance (Thomas & Harris, 2001)

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Results

Conclusion