Binomial Logistic Regression of Teaching Trajectories of Mathematics Teacher in National High Schools

This research explored the teaching career paths of Mathematics teachers in Secondary schools in South Cotabato National High Schools, with their application of procedural and conceptual knowledge and how they are connected to chosen teacher profile variables. Utilizing a correlational design research, the study gathered information from 227 Mathematics teachers in six municipalities. Four main instruments were employed: (1) a teacher profile from gathering personal, professional, and teaching-aid data; (2) lesson plan rubrics measuring whether teachers’ planning reflected procedural or conceptual approaches; (3) test questionnaire rubrics scaling items into lower- or higher-order thinking skills; and (4) a perception survey measuring teachers’ beliefs regarding the value of procedural versus conceptual instruction. Findings showed that while most teachers reported having high to moderate respect for conceptual knowledge-including greater understanding, practical application in the world, and higher-order thinking-most lesson plans and test questionnaires predominantly consisted of procedural tasks. Binomial logistic regression was subsequently conducted to investigate which demographic or professional variables predicted most accurately whether teachers preferred conceptual or procedural approaches. Contrary to expectations, the sole statistically significant predictor was computer-based Mathematics application use: teachers who incorporated these tools were more likely to plan and implement lessons consistent with conceptual teaching approaches. The other profile variables, including years of service, age, and level of education, did not have a statistically significant effect. These results support the necessity of technology integration to promote more conceptually grounded Mathematics teaching. They also demonstrate a discrepancy between what teachers believe and their actual classroom practices. The research advises targeted professional training to help teachers’ ability to transform intentions into realities within the classroom and, as an end goal, enhance students’ engagement and learning in Mathematics.