The Implementation of Spiral Progression Approach in Mathematics Education in the Second District of Ilocos Sur

The Philippine’s K to 12 Basic Education led the change of approach into spiral progression; teaching the curriculum from simple to complex. Assessing the status of implementation is crucial in identifying its strengths and weaknesses to further improve or sustain the approach. However, there are limited researches on factors related to its implementation among teachers. The aim of the study was to describe the implementation status and its relationship to teacher’s performance. Descriptive-correlational design used to examine the profile and the status of implementation among 83 mathematics teachers in the Second District of Ilocos Sur, along with its relationship to their performance based on Classroom Observation Tool (COT) ratings. Data were gathered through a validated and reliable survey-questionnaire and Pearson’s r correlation is used at 0.05 level of significance. The study found varied teacher profiles, with most being young female Teacher IIIs with master’s units, and found a high overall implementation of the Spiral Progression Approach, with significant links only between educational attainment and implementation, and teaching strategies and performance. The findings suggest that while the Spiral Progression Approach is highly implemented, enhancing teachers' educational attainment and focusing on teaching strategies may further improve instructional quality and teacher performance.