COMPETENCY AND NEEDS OF MATHEMATICS TEACHERS: BASIS FOR ENHANCEMENT PROGRAM

This study determined the competency and needs of mathematics teachers in Mercedes and Daet Districts as basis for enhancement program. The study utilized a descriptive-correlational research design with documentary analysis of Individual Performance Commitment and Review Form (IPCRF) and Classroom Observation Tool (COT), along with a survey questionnaire. Total enumeration was employed which involved seventy-four mathematics teachers. The findings revealed that most teachers have over 22 years of teaching experience, hold a baccalaureate degree with a major in mathematics, and have attended two relevant trainings. Teachers were rated outstanding in content knowledge and pedagogy, and assessment and reporting, but a notable portion was rated very satisfactory in COT. The study found a significant correlation between educational attainment and both IPCRF objective 3 and COT indicator 3, which involves using a range of teaching strategies to develop higher-order thinking skills. Despite high performance, the study highlighted a need for improvement in modern teaching methods, curriculum alignment, and collaborative learning. The study also found no correlation between teachers' competencies and professional needs, indicating a universal demand for ongoing support. These findings underscore the importance of tailored professional development programs to address diverse needs of mathematics teachers. Consequently, an enhancement program is proposed to support ongoing improvement among teachers in public secondary schools in the Mercedes and Daet Districts.