ABSTRACT
Teachers are the most important factor in advancing or accelerating education. It has been said that teachers' traits, character, qualifications, and professional skills are the foundations upon which a successful national education is ultimately constructed. Needs-Assessment-Questionnaire was employed. Weighted mean, standard deviation and Pearson r were used in the study. There were sixteen (16) Mathematics teachers and two hundred eighty-two (282) grade 8 students as the respondents of the study. The study used purposive sampling. It was found out that teachers are highly proficient in terms of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. Moreover, it can be gleaned that a very great extent of using of cooperative learning strategy, verbalizing math problem strategy, and using meaningful and frequent homework strategy. On the contrary, numeracy assessment strategy has less extent thus resulted in the development of Numeracy Assessment Workbook as revealed by the study. In addition, all instructional practices have significant relationship to community linkages and professional engagement and cooperative learning strategy is the only instructional practices that have no significant relationship to personal growth and professional development.
Keywords: instructional practices, mathematics, teaching competencies, workbook