ABSTRACT
This descriptive-qualitative study examined the self-efficacy of upland high school teachers in teaching mathematics as a basis for an In-Service Training Program in the secondary schools of the Schools District of Bingawan during the school year 2023–2024. Findings from the in-depth interviews revealed that teachers viewed themselves as efficient and confident, capable of providing feedback and guidance, and focused on producing outputs. Their self-efficacy was manifested through positive results, openness to opportunities, and the use of child-centered activities. The study further found that several factors contributed to their self-efficacy in teaching mathematics, including self-concept, stakeholders’ support, emotional and psychological support, learners’ approaches to learning, and the distance of the school. These findings served as the basis for the proposed In-Service Training Program aimed at strengthening the competence and confidence of teachers assigned to teach mathematics in upland high schools.
Keywords: Self-Efficacy, Upland High School, Teachers, Teaching Mathematics, In-Service Training
INTRODUCTION
Mathematics is a field of study that involves the exploration of abstract concepts such as numbers, quantities, shapes, and patterns. It is a fundamental subject that is used in many areas of science, engineering, finance, and technology. It is divided into several sub-disciplines, including arithmetic, algebra, geometry, trigonometry, calculus, and statistics. Each of these areas of mathematics is concerned with different types of problems and applications.
Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics, as a school subject, therefore, must be learned comprehensively and with much depth (Department of Education, 2013). Mathematics is a relevant subject in the modern education of the youth.
Mathematics teachers have an essential role in building students’ strong understanding of mathematics and equipping them for future academic studies and careers that depend on mathematical competence. To teach effectively, they need not only a solid grasp of mathematical concepts and skills but also the ability to present these in ways that are clear, relevant, and understandable to diverse learners. Providing a quality mathematics curriculum is therefore a challenging and highly demanding task.
Self-efficacy of mathematics teachers is an important factor in teachers’ instructional practices and their ability to engage students in learning mathematics.
In the domain of education, the efficacy of teachers plays a pivotal role in shaping the learning experiences and outcomes of students, particularly in challenging subjects such as mathematics. In the context of teaching, teacher self-efficacy is crucial as it influences instructional practices, classroom management, and student engagement.
In the context of teaching mathematics, teachers' beliefs in their ability to convey complex mathematical concepts, manage classroom dynamics, and facilitate student learning are shaped by these sources of efficacy information.
Understanding the interplay between these factors is essential in comprehending the self-efficacy of Upland High School teachers and designing effective interventions to bolster their confidence and competence in teaching mathematics.
The researcher observed that the level of self-efficacy of upland high school teachers in teaching mathematics appeared to change before, during, and after the COVID-19 pandemic. During the pandemic, teachers were required to shift to alternative learning modalities such as modular and online learning, which limited direct interaction with students. When face-to-face classes resumed, many teachers encountered challenges in re-adjusting their instructional strategies, addressing students’ learning gaps, and managing classroom dynamics. These experiences seemed to influence teachers’ confidence in delivering mathematics lessons effectively.
As a teacher who has witnessed the transition from pandemic learning to the return of face-to-face classes, the researcher noticed that some mathematics teachers experienced difficulties in regaining confidence in teaching complex mathematical concepts and engaging students actively in the classroom. Students also demonstrated varying levels of preparedness in mathematics due to interruptions in learning during the pandemic. These observations motivated the researcher to investigate the self-efficacy of mathematics teachers in upland high school. Understanding their experiences and the factors influencing their self-efficacy may help identify possible support mechanisms and professional development programs that can strengthen teachers’ confidence and effectiveness in teaching mathematics.
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