# The competencies of the prospective and beginning secondary school mathematics teachers in Luzon: An analysis

## Date of Publication

1999

## Document Type

Dissertation

## Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

## Subject Categories

Mathematics

## College

Br. Andrew Gonzalez FSC College of Education

## Department/Unit

Science Education

## Thesis Adviser

Maxima A. Acelajado

## Defense Panel Chair

Bee Ching U. Ong

## Defense Panel Member

Filma Brawner

Yolando B. Beronque

Blessilda P. Raposa

Fe G. De La Rosa

## Abstract/Summary

This study determines the competencies of the prospective and beginning secondary school mathematics teachers in terms of their scores in a standardized Competency Test (CT), to measure their content competencies, and their ratings in an Observation Checklist (OC), to measure their teaching competencies.The prospective secondary mathematics teachers in the 39 different teacher-training institutions (TTIs) and the beginning mathematics teachers in the 21 secondary schools were utilized as respondents in the study. The 15 TTIs were used in the development and validation of the CT, while the remaining 24 together with the 21 secondary schools were used in the analysis of the competencies.The results of the study showed that:1. The developed and validated CT was a good, refined, and useful instrument.2. A secondary school mathematics teachers who performed well in the CT performed well also in arithmetic, algebra, geometry, statistics, and trigonometry subtests.3. A prospective or a beginning secondary school mathematics teacher who obtained a score of at least 37 in the CT possessed content competencies in teaching mathematics in the secondary level.4. The subjects performed satisfactorily in their undergraduate courses in mathematics.5. The content competencies of the subjects as measured by the CT were within the norm of the group.6. The prospective and the beginning secondary school mathematics teachers were competent in terms of their teaching competencies.

7. The beginning secondary school mathematics teachers performed better than the prospective secondary school mathematics teachers in terms of their content and teaching competencies.8. The content competencies possessed by the prospective and the beginning secondary school mathematics teachers did not imply their teaching competencies. That is, a prospective secondary school mathematics teacher having the content competencies in mathematics did not necessarily suggest that he/she also possessed the necessary teaching competencies.9. The beginning secondary school mathematics teachers were more competent (content and teaching-wise) than the prospective secondary school mathematics teachers specifically in their arithmetic and geometry competencies.

## Abstract Format

html

## Language

English

## Format

## Accession Number

TG02930

## Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

## Physical Description

234 leaves ; computer print-out

## Keywords

Mathematics teachers; High school teachers; Teachers--Rating of; Competency based education; Performance

## Recommended Citation

Ramos, M. V. (1999). The competencies of the prospective and beginning secondary school mathematics teachers in Luzon: An analysis. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/823