Educational Effectiveness of Mathematics Teachers in the Schools Division of Marinduque: Inputs for a Proposed Intervention

This study explored the educational effectiveness of Mathematics teachers in public secondary schools within the Department of Education, Division of Marinduque, and examined the significant differences among the job - related challenges, teacher job performance, and learners' academic achievement based on the professional profiles of Mathematics teachers. The study revealed a significant gap in the challenges faced by Mathematics teachers, particularly in addressing students' weak foundational knowledge in mathematics and developing their higher-order thinking skills. This gap in foundational knowledge prevented students from advancing to more complex mathematical concepts and developing essential cognitive abilities. The study also found significant differences in teachers' job performance and students' academic achievement based on teacher profiles. Teachers with fewer than five years of service and those with higher academic qualifications demonstrated better performance, likely due to increased motivation and instructional effectiveness. This led to the rejection of the null hypothesis for teacher performance. Similarly, students taught by teachers with fewer than five years of service, as well as those with 16–20 years of experience, performed better, resulting in the rejection of the null hypothesis for student achievement. The study highlighted the need to address the gap in students' foundational knowledge and their ability to develop higher-order thinking skills. It recommended targeted interventions to support teachers in overcoming these challenges and improving both teaching effectiveness and student performance.