MATHEMATICS TEACHERS’ TEACHING EFFICACY AND IRRITIONAL BELIEFS AND THEIR EFFECTS ON STUDENTS’ ACADEMIC ACHIEVEMENT

Authors

  • EDRACHEL ALBAO Department of Education-Zamboanga del Sur Division
  • BENJAMIN MANGILA Josefina H. Cerilles State College

Keywords:

mathematics teachers, teaching efficacy, irrational beliefs, academic achievement

Abstract

This particular study was performed to identify the Mathematics teachers' irrational beliefs and teaching effectiveness and the relationship of theirs to students' academic achievement in almost all public secondary institutions of Quality Learning Circle I in the province of Zamboanga del Sur during the School Year 2018 to 2019. It used the descriptive correlational study look together with the questionnaire checklist as information collecting instrument plus the inferential and descriptive statistics as information analysis tools. The study results disclosed that a much better bulk of the teachers had a moderate sense of teaching efficacy as well as firm irrational opinions. Most of the pupils had shown development in attaining mastery of fundamental competencies in Mathematics. Generally there was no substantial connection between the teachers' instructing efficacy and also the students' academic achievement. Moreover, an insignificant connection existed between the teachers' irrational beliefs and also the students' academic achievement.

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Published

2021-02-16

How to Cite

ALBAO, E., & MANGILA, B. (2021). MATHEMATICS TEACHERS’ TEACHING EFFICACY AND IRRITIONAL BELIEFS AND THEIR EFFECTS ON STUDENTS’ ACADEMIC ACHIEVEMENT. Quantum Journal of Social Sciences and Humanities, 2(1), 46–55. Retrieved from http://qjssh.com/index.php/qjssh/article/view/31

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