Factors Affecting the Teaching of Public High School Mathematics Teachers in the Province of Lanao del Sur and Maguindanao

Abstract

This study was conducted to provide a comprehensive description of the factors affecting the
teaching of Public High School Mathematics Teachers in the ARMM, specifically, in the select
provinces of Lanao del Sur and Maguindanao, and Marawi City. Through the use of quantitative
and qualitative research design, this study examined whether or not the identified factors
affecting the performance of mathematics teachers established during the preliminary survey
conducted in October 2011 at two (2) public high schools with sizable student population in
Marawi City also hold true in the public high schools of the two provinces including Marawi
City. The identified factors became the baseline information of this study. These factors are:
students-related factors, teachers-related factors, administrators-related factors, school support
facilities, school curriculum, parent and community attitudes, and socio-cultural setting. Simple
and stratified random sampling techniques were used for the respondent size of six hundred and
twelve (612) students, thirty-two (32) teachers, and twenty-three (23) administrators. The
instruments used for data gathering were: survey questionnaires, interviews, classroom
observation and teachers' beliefs, students' final grades in their third year level and second
grading period grades in their fourth year level and observation guide to obtain a picture of the
physical environment of each school. The findings of the study are: (1) very few mathematics
teachers which is a mathematics majors; (2) teaching strategies or techniques used by the teachers
were not updated or abreast with the new trends of teaching practices; (3) school administrators'
support for the professional growth of mathematics teachers and school facilities was very
inadequate due to lack of funds; (4) the school curriculum did not directly respond to the needs
of the learners; (5) the students' and teachers' attitudes on learning and teaching did not directly
lead to better and productive learning and teaching outcomes; (6) the parents' and community
attitudes are not geared to better learning of the students; and (7) the socio-cultural setting had
an effect on students' and teachers' learning and teaching performance. Thus it is recommended
that the process of recruitment, trainings and seminar must be strictly followed and regularly
implemented respectively.