Teachers’ Global Preparedness and Learners’ Mathematics Performance

Teachers must acquire new skills beyond traditional methods to equip students for the evolving job market and technology, particularly in Mathematics. This study aimed to determine the level of teachers’ global preparedness, learners’ Mathematics, and the relationship between the teachers’ global preparedness to the learners’ Mathematics performance. The study employed a descriptive-correlational research design with documentary analysis. It utilized a universal sampling technique to get the 140 teacher-respondents. Descriptive statistical techniques such as Frequency, Percentage, Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient were used to evaluate and interpret the data from a researcher-made questionnaire which was validity and reliability tested. Results showed that teachers’ global preparedness was Highly Prepared while the learners’ Mathematics Performance was registered High. Significant positive correlation was established between teachers’ global preparedness and learners’ Mathematics performance specifically with Learning and Innovation skills. It can be concluded that teachers and students alike, are globally competitive. Thus, it is recommended that continuous training programs aimed at enhancing students’ performance through global preparedness and specific interventions should be sustained.