ABSTRACT
The main objective of this study was to determine the assessment of enhancing professional development and its related influences on the performance of Mathematics teachers.
The respondents of this study were sixty-four (64) Mathematics teachers in selected secondary public schools in the first congressional district in the Province of Batangas.
The main instrument used in this study was a questionnaire composed of an assessment checklist adept enough on the necessary data needed. The data gathered were tabulated, analyzed, and interpreted using Frequency Counts and Percentage; Weighted mean, Standard Deviation and Ranking; t-test, f-test, Post Hoc Analysis; and Pearson r-coefficient correlation.
The study yielded the following findings: teacher-respondents were, generally, in age bracket from 20-30 years old, majority of whom were female, married, educationally qualified having MA/MS units and experienced Teacher I-III for 1-10 years in service. Teachers assessed the enhancing professional development and its related influences on their performance based on their level category. The study showed the following results: (a) no significant difference between the assessment in enhancing professional development in terms of reading professional books and magazines, attending INSET, seminars and conferences, and attending graduate studies and the profile of the respondents; (b) significant difference in the assessment of the respondents’ educational attainment and position; (c) no significant difference between the assessment of related influences and profile in the performance of Mathematics’ teachers in terms of encouragement of colleagues, support from the family and promotion to a higher positon; (d) significant difference when respondents’ educational attainment and position were considered; (e) no significant difference in the challenges experienced by the respondents in enhancing their professional development when grouped according to their profile; (f) no significant differences in the opportunities received by the respondents between the enhancement of professional development and their profile except the teachers’ position which was significant; (g) significant relationship between enhancing professional development and the related influences in the performance of Mathematics teachers, and the challenges experienced in enhancing professional development and opportunities received by the respondents.
Keywords: Professional Development, Performance, Mathematics Related Influences, Challenges, Opportunities