Langoban, Marisa Anguit <br/><br/>
Motivational attributes of mathematics teachers on their performance 
/ Marisa Anguit Langoban 
 - Musuan, Bukidnon   : Central Mindanao University  ,2018.  
 - viii, 141 leaves  29 x 21cm.  
<br/><br/> Thesis (Master of Science in Mathematics Education) -- Central Mindanao University, July 2018. 
<br/><br/> Performance of mathematics faculty in teaching is a product of various<br/>attributes directly or indirectly affecting it. Understanding the matter of<br/>delivering instruction and the perception on what attributes have affected this<br/>performance might help in the understanding why the presentation and<br/>method of instruction emerged to be the cause of the difficulty in learning<br/>Mathematics. Since the teacher's presentation and method of instruction has<br/>been found to have a significant contribution to students' understanding of<br/>Mathematics, teaching performance of mathematics faculty in Davao Oriental<br/>State College of Science and Technology (DOSCST) were investigated<br/>considering their length of service. Majority of the members of the group are<br/>new to teaching, this has been indicated by constant shift of methods and<br/>strategies when one does not work. A member coming from the mid-service<br/>elaborates using meaningful learning and the senior faculty, with the length of<br/>her experience shares beyond what is expected of her. With the outstanding<br/>result of the quantitative contribution evaluation for their teaching performance,<br/>a closer look using quantitative analysis has led to understanding how the<br/>delivery of instruction is done by the Mathematics faculty members<br/>considering the motivational attributes. Teaching performance were analyzed<br/>in relation to motivational attributes perceived to have affected teaching<br/>performance. With this, eleven Mathematics faculty members have<br/>participated in the study. Using case study approach, particularly cross-case<br/>analysis was done based on the responses of students, superiors and<br/>teachers themselves. Five (5) attributes explicitly express direct relationship to<br/>teaching performance as inferred from their achievement, advancement<br/>opportunities, personal growth, work itself and working condition which<br/>suggest likelihood on the teaching performance. The impact of motivational<br/>attributes has emerged in this study, where achievement adds up to<br/>confidence and ignites the fire of motivation. Advancement opportunities keep<br/>Mathematics faculty abreast with the latest teaching trends. Personal growth<br/>has made teaching better, that is further strengthened by experience that<br/>teaches them great teaching lesson. Recognition, as motivational attributes<br/>barely affects performance. Responsibility as the 'super ego' in teaching,<br/>helps the teacher define the "do's and dent's" . Teaching itself increases<br/>teaching performance, its impact is better working with the experienced self<br/>fulfillment brought about by the job itself. This happens when teacher's<br/>performance is reciprocated with active participation and performance.<br/>Administration and leadership define practices in teaching. Co-worker<br/>relations define how far is the network of sharing concepts, materials,<br/>technologies and teaching opportunities, Remuneration keeps teaching<br/>performance on the focus of achieving classroom goals. Once the needs<br/>provided by remuneration are not met, the probability of a disturb teacher<br/>delivering instruction is highly likely. Working condition limits what the teacher<br/>can achieve in class. Other attributes that emerged to influence teaching<br/>performance is the other tasks of the teachers which are explicitly mentioned<br/>by the student responses during the validation. Experience and expectations<br/>are the attributes that are frequently mentioned to affect teaching<br/>performance. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Mathematics Teachers--Performance<br/>Motivation in Education<br/>Teacher Performance<br/>Teacher Effectiveness<br/>Mathematics--Study and teaching