Teaching competencies of Mathematics professors in higher education institutions (HEIs) in the province of Capiz

Abstract

Quality education is very much dependent on the quality of the teacher. He/ She determine to a large extent what is taught, how it is taught and how learning is measured. No teacher can impart what he/ she does not know.The main purpose of this study is to determine the teaching competencies of Mathematics professors in Higher Education Institutions (HEIs) in the province of Capiz for School Year 2013-2014.The respondents of the study were the 372 students who have taken College Mathematics, 82 Mathematics professors, and 70 supervisors in HEIs in the entire province of Capiz. Questionnaire was used for data gathering. Data were analyzed using frequency counts, percentages, means, Chi-square, Spearman rho, t-test and ANOVA.The findings of the study revealed that most of the professors were in middle age, females, married, lived in urban areas and specialized in Mathematics. Majority of the respondents taught Algebra, have Php28,001 to Php38,000 basic monthly salary, Associate Professor 1-V, finished master degrees with doctoral units, but did not have the chance to attend to national seminars/trainings related to Mathematics. Classroom and teaching-learning condition were rated by the respondents “Adequate” and most of them were teachers of private schools. Mathematics professors were rated by the three groups of respondents “Very Satisfactory” in their teaching competencies. Age is the only personal profile significantly related to mastery of subject matter and basic monthly salary was significantly related to management skills. The relationship of communication skills of respondents was highly significant to those teaching Algebra and their evaluation techniques were significantly related to professors teaching Applied Mathematics. Classroom and teaching-learning conditions were highly significant in mastery of subject matter, instructional skills, communication skills, and evaluation techniques were significantly related to management skills. Age differed significantly to mastery of subject matter and instructional skills of the respondents. Supervisors, professors, and students differed in their assessment in teaching competencies of professors in terms of mastery of subject matter, instructional skills, communication skills, evaluation techniques and management skills.An enhancement program was designed to further improve the teaching competencies of Mathematics professors of HEIs in some other subject areas.