TEACHER PREPAREDNESS FOR THE NATIONAL MATHEMATICS PROGRAM IMPLEMENTATION: A MIXED METHODS STUDY

Education

This mixed methods study explored the preparedness of non-Mathematics major teachers in the Montevista District for the implementation of the National Mathematics Program during the School Year 2024–2025. Utilizing an explanatory sequential design, the research first collected quantitative data from 100 teachers with at least three years of teaching experience, followed by in-depth interviews with seven teachers with over ten years of experience. The study aimed to assess teacher preparedness across four domains: knowledge and awareness of the NMP, instructional preparedness, attitudes toward the program, and access to training, support, and resources. Quantitative findings indicated that while teachers were generally familiar with the NMP’s goals, content, and teaching strategies, their overall confidence remained moderate. This was echoed in the qualitative data, which revealed that teachers engaged in self-initiated strategies such as simplifying lessons, collaborating with Math teachers, and applying NMP-aligned practices like group work, visual aids, and differentiated instruction. Attitudes toward the NMP were largely positive, with teachers expressing motivation to improve their practice and participate in professional development. However, both data sets highlighted common challenges related to limited training opportunities, inadequate instructional materials, and insufficient administrative support. The integration of findings underscored that although teachers demonstrated resilience and adaptability, the effectiveness of NMP implementation relies heavily on enhancing institutional support and resource allocation. The study offers valuable insights for DepEd and school administrators aiming to strengthen teacher readiness and ensure the sustainable success of mathematics education reforms.

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