The Level of Teaching Effectiveness of Grade Seven Mathematics Teachers of Gumaca, Quezon and Its Implication to the Implementation of K-to-12 Curriculum

This study appraised the teaching effectiveness of Grade Seven mathematics teachers in public secondary schools in the District of Gumaca, Quezon, SY 2013-2014. The appraisal focused on the teachers' behaviors in terms of mastery of subject matter, techniques on delivery system, classroom management and organization, and teacherstudents rapport. Literature review was conducted with emphasis on those major areas believed to be significant to teachers' effectiveness. Each of the major areas that are relevant to the effectiveness of teachers was examined for key concepts that would strengthen the study. The descriptive method of research was used with the questionnaire as the primary tool in gathering the needed data. The data gathered from the questionnaire were subjected to the following statistical analyses: percentage, weighted mean, and Spearman Rank order and Correlation Coefficient. The study came out with these significant findings: Majority of the teachers was of middle age, mostly female, married, and were bachelor's degree holder with masteral units. It was found out that most of the variables affected the effectiveness of the Grade Seven mathematics teachers in a less degree. On the behaviors of teachers in the classroom frequently observed by the students and often observed by the administration, methods and techniques of teaching used got the highest weighted average mean of 3.72, followed by teacherstudents rapport. Mastery of the subject matter got the lowest weighted average mean of 3.58. The effectiveness ratings given by the administrators to the teachers using the revised Teachers Behavior Inventory (TBI) were consistent with their ratings in the Content-Based Performance Appraisal for Teachers (CB-PAST). However, the results of the Fourth Quarter Examination showed otherwise; the teachers were much less effective. Overall, the effectiveness of the teachers in the four areas of teaching may result in the success of the implementation of the K-to-12 Curriculum. Effective teachers will produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. With these findings, a program of action was developed to enhance more the skills of the mathematics teachers.