ABSTRACT
This research aimed to determine the extent of utilization of pedagogical approaches in Mathematics of public elementary teachers in Lian District. The researcher employed descriptive research method. The main data-gathering instrument used was a survey questionnaire distributed online through google forms. One hundred forty-nine (149) elementary teachers were the respondents of the study.
To analyze the data collected, the researcher used frequency and percentage in determining the pedagogical approaches utilized by the respondents, mean and standard deviation to determine the extent of teacher’s utilization of pedagogical approaches, weighted mean and ranking to determine the challenges encountered by mathematics teachers, kruskal-wallis h- test to determine the significant difference between the use of pedagogical approaches of the teachers, spearman rank order coefficient of correlation to determine the significant relationship between the extent of utilization of pedagogical approaches and the challenges encountered by Mathematics teacher and a proposed teacher’s development program to improve the competency level ofmathematics teachers and to remediate problems regarding on the use of pedagogical approaches will be designed by the researcher.In the context of the findings, the researcher concluded that there is a significant difference in the utilization of pedagogical approaches by the mathematics teachers and the extent of the utilization of pedagogical approaches does not have something to do with the challenges they encountered. Most of the respondents are utilizing the collaborative approach in teaching Mathematics. Five pedagogical approaches are often used by the respondents and they sometimes encountered challenges in utilizing pedagogical approaches. A development plan was designed by the researcher highlights programs and activities to enhance and improve the utilization of pedagogical approaches.
Keywords: pedagogy, pedagogical approaches, challenges, development plan