Faculty Performance and Difficulties Encountered in

Teaching Mathematics in High School

Abstract

This study set out to investigate the faculty performance and difficulties
encountered in teaching mathematics in high school specifically in Sipocot National High
school the study aimed to answer the following questions : (1) What is the personal
profile of the respondents in terms of age, sex, highest educational attainment, workload,
number of years in teaching and number of seminars and trainings attended, (2) What is
the level of performance of the faculty based from the IPR result, (3) What are the
difficulties encountered in teaching mathematics in high school as perceived by the
teachers in terms of students’ attitude and ability in mathematics and instructional
materials, facilities and equipment, (4) Is there a significant relationship between the
performance of the faculty and the difficulties encountered in teaching mathematics in
high school, and (5) Is there a significant relationship between the personal profile and
the level of performance of the faculty. This study was used descriptive-correlational
method to describe the faculty profile and the difficulties encountered by the teacher in
teaching mathematics in high school and to determine the significant relationship
between the faculty performance and difficulties encountered as well as faculty
performance and personal profile. The respondents of this study were the mathematics
teacher in Sipocot National High School the survey questionnaire was used to gather
data and its consist of two parts. Part I was the personal profile of the respondents, and
the difficulties encountered by the mathematics teacher. This study used various
statistical tools to analyze and interpret the data properly the frequency count and
percentage technique were used to quantify the profile of the faculty along with the age,
sex, highest educational attainment, workload, number of years in teaching and number
of seminars and trainings attended. Weighted mean and ranking technique were used to
determine the performance of the faculty and also the difficulties encountered in
teaching mathematics in terms of student’s attitude and ability in mathematics and
instructional materials, facilities and equipment. Pearson product moment correlation
coefficient (Pearson – R) and T-test was used to analyze the degree of relationship
between the faculty performance and the difficulties encountered in teaching
mathematics in high school. As well as the significance relationship between the
personal profile and the level of performance of the faculty. The result revealed that
there is no significant relationship between the faculty performance and the difficulties
encountered in teaching mathematics in high school and there is no significant
relationship between the faculty performance and personal profile of the respondents.

Keywords: faculty performance, problems encountered.