Work Values and Learning Environment Associated with Teaching Efficiency of Mathematics Teachers in Cotabato City Division

The study sought to investigate the teachers’ work values and learning environment associated with their teaching efficiency in mathematics in Cotabato City Division. The result of this study would be of value particularly in the improvement of the mathematics teaching-learning program of the public secondary schools in Cotabato City Division. A survey questionnaire was used to gather the desired data. Frequency counts, mean, and percentage were used to analyze the assessment of mathematics teachers to their work values and learning environment components and the assessment of students to their teachers’ efficiency ratings. The study revealed the following principal findings: The teaching efficiency of Mathematics teachers in generally very satisfactory. The mathematics teachers’ work values such as competence, recognition, and professional relationships are considered as very important. Of the six teachers’ work values considered in this study, only professional growth and development is significantly correlated with teaching efficiency. School site/campus and classrooms are rated by the teacher-respondents as good while library is rated as fair. There is no significant relation between each of the learning environments and teaching efficiency. Based on the findings of the study, the following conclusions are drawn: The teaching efficiency of the mathematics teachers is generally desirable although they exhibit a lower rating in classroom management. Professional growth and development really influenced mathematics teachers’ efficiency ratings. Generally, mathematics teachers’ work values have very weak influenced on teaching efficiency. The site/campus and classroom are generally in good conditions, while library is fair. Condition of learning environment has little influence on teaching efficiency. The following recommendations are considered based on the findings and conclusions of the study. Continuous teachers’ development program through attendance in relevant training and seminars should be mandated. Better still, they should be granted scholarship in pursuing graduate studies. The concerned school authorities and officials would request the DECS officials to improve library facilities and prioritize the acquisition of useful and updated mathematics books and other institutional materials. Similar study should be conducted in other regions to include other variables other than the identified one in the present study. Lastly, the study should be replicated in other school divisions of the country so as to provide a wider perspective on the factors that affect the teaching efficiency of mathematics teachers