BELIEFS of Teachers, Professional Development Efforts and Motivation of Teachers in Teaching MATHEMATICS

Abstract

ABSTRACT The academe is grappling with a significant issue caused by declining job satisfaction among math teachers and an increase in teacher turnover rates. One potential factor contributing to this problem is the low level of motivation observed among mathematics teachers. This study aimed to investigate the impact of teachers' beliefs and their engagement in professional development activities on the motivation of mathematics teachers in teaching mathematics. The study utilized three adapted questionnaires to gather information from the respondents. A quantitative research design employing the descriptive-correlational method was employed, and the respondents consisted of secondary public school mathematics teachers in Davao City. The collected data were analyzed using mean, standard deviation, and linear regression analysis. The analysis results indicated that the level of the three categories of teachers' beliefs (transmissionist, facts first, and fixed instructional plan), professional development efforts, and motivation to teach mathematics were consistently rated very high, which was always evident. The relationship between the three variables further demonstrated that the three categories of teachers' beliefs, professional development efforts, and motivation significantly related to their motivation to teach math. Furthermore, only fixed instructional plan belief and professional development efforts significantly influenced motivation in teaching mathematics.