Abstract
This study developed a causal model of innovative curriculum design, classroom management strategies, and teacher competencies on elementary mathematics teachers’ performance. A sample of 337 elementary school mathematics teachers from the nine elementary school districts within Cagayan de Oro City participated in the study. The research instrument employed in this study was a comprehensive questionnaire comprising eighty-three (83) items. Descriptive correlational and causal-comparative research designs were used in the study. Moreover, descriptive statistics were used to describe the parameters of the study. Inferential statistics such as Pearson product-moment correlation, multiple regression, and path analysis were used to answer inferential questions. Innovative curriculum design, particularly real-world application, and problem-solving skills were found to promote student engagement and effective teaching. A significant relationship exists between teachers’ performance and innovative curriculum design, classroom management, and competencies. This indicates that the more innovative the curriculum design, the better classroom management strategies, and the more competent the mathematics teachers, the better the teachers’ performance. Classroom management strategies, competencies, professional development, and differentiated instruction are the best predictors of teachers’ performance. Causal model 3 is the best-fit model for teachers’ performance anchored on educational policies and practices, innovative curriculum design, classroom management strategies, and continuous professional development for elementary school mathematics teachers. This causal model is called “MelD's Model on Elementary School Teachers’ Performance” which should be used by the teachers.
