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Philippine Mathematics Education

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The Framework for Philippine Mathematics Education, one of the researcher’s readings, has intensified his interest in studying this area. The framework contains resources that could guide higher education institutions, professional organizations of mathematics teachers, and school administration in assessing and improving the performance and career development of mathematics teachers based on a set of standards (Brawner, 2011). This set of standards requires that “ qualities of effective mathematics teachers must be in terms of what they should know (content knowledge), what they are expected to do to achieve quality learning outcomes (pedagogical knowledge) and what they should possess to be able to manage the different aspects of the teaching …show more content…

This model was anchored on Bandura’s (1977,1997) social cognitive theory, which assumes that people are capable of human agency, or intentional pursuit of courses of action and that such agency operates in a process called triadic reciprocal causation. This is a multi-directional model suggesting that human agency results in future behavior as a function of three interconnected forces: environmental influences, behavior, and internal personal factor such as cognitive, affective, and biological processes. This trinity mutually impacts its members, determines beliefs about oneself and affects the choices made and actions taken. Bandura believed that people regulate their level and distribution of effort in accordance with the effects they expect their actions to have. As a result, their behavior is predicted from their beliefs from the actual consequences of their …show more content…

Because the human agency is interceded by efficaciousness, self-efficacy beliefs influence one’s choices, effort, persistence, and emotions (Pajares, 1997 as cited in Henson, 2001). In the field of education, self-efficacy theories are associated with performance and self-regulated learning (Hackett, 1995; Pajares, 1996; Schunk, 1991; & Zimmerman, 1995). Teacher’s efficacy equates with teacher’s confidence in their ability to promote students (Hoy, 2000) and to organize as well as to execute courses of action necessary to bring about the desired results (Tschannen-Moran, Woolfolk, & Hoy, 1998). Efficacy reflects the judgment teachers make about their capabilities given the emotional and instrumental resources they can gather in a special concept because their judgment of their resources and strategies may vary across teaching concepts and student population. It is, therefore, important to account for context and discipline in order to accurately assess teachers’ efficacy (Tschannen-Moran and Hoy,

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