Motivational attributes of mathematics teachers on their performance / Marisa Anguit Langoban

Thesis (Master of Science in Mathematics Education) -- Central Mindanao University, July 2018.

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