ABSTRACT
The study was conducted in both the Schools Division of Tarlac Province and Tarlac City. It involved 102 fourth year Mathematics teachers in the public secondary schools. The study described the respondents' teaching attributes in terms of: Mathematics teaching competency along knowledge, skills, attitude, and values; Mathematics teaching difficulty along content, instructional guidelines and assessment; Teaching Efficacy; Teaching Practices such as Student-Centered, and Teacher Centered; Pedagogical Beliefs in Teaching Mathematics along Constructivist Approach and Formal Approach. Furthermore, the study established the influence of the selected teaching attributes on the National Achievement Test Performance in Mathematics for school year 2015-2016.
Results revealed that:
Mathematics teaching competencies along knowledge were “very familiar”, skills "very important”; “strongly favorable” attitude; and values that are “quite a deal”; teaching difficulty along content, assessment, and instructional guidelines were found to have minimal effects due to its availability. Teaching efficacy yielded to have ‘extremely likely” influenced students’ performance; Teachers' teaching practices in both student-centered and teacher-centered were found to be “likely” employed, and; pedagogical beliefs in teaching mathematics along constructivist and formal approach were found to have been utilized generally by the respondents as they are agreeable to them. The average National Achievement Test Performance in Mathematics mean percentage score obtained for school year 2014-2015 was 63.47%. Teachers’ competencies along Knowledge, Skills, Attitude, Values; Teaching Difficulties along Instructional Guidelines, Assessment; Student-Centered Teaching Practices; Pedagogical Beliefs in Formal Approach in Teaching Mathematics; and Teaching Efficacy significantly influenced the National Achievement Test Performance in Mathematics.