TEACHER ENGAGEMENT AND EFFECTIVENESS IN IMPLEMENTING THE SPIRAL PROGRESSION APPROACH IN MATHEMATICS: A DESCRIPTIVE CORRELATIONAL STUDY IN BISLIG CITY DIVISION

Education

This study examined the levels of teacher engagement and teaching effectiveness and determined their relationships with the extent of implementation of the Spiral Progression Approach (SPA) in Mathematics in public secondary schools in the Bislig City Division, Surigao del Sur, Philippines. A quantitative descriptive–correlational research design was used. Participants were Mathematics teachers from nineteen (19) public secondary schools in the division; of 43 eligible teachers, 33 participated during School Year 2024–2025. Data were gathered using a researcher-developed questionnaire measuring teacher engagement, teaching effectiveness, and SPA implementation. The instrument underwent expert validation and pilot testing for reliability. Descriptive statistics (mean) were used to describe levels, while Pearson product–moment correlation tested relationships at α = 0.05. Findings indicated very high teacher engagement (M = 4.64), very high teaching effectiveness (M = 4.40), and very high SPA implementation (M = 4.42). Correlation results showed very strong positive relationships between teacher engagement and SPA implementation (r = 0.87, p < .001), teaching effectiveness and SPA implementation (r = 0.92, p < .001), and teacher engagement and teaching effectiveness (r = 0.89, p < .001). The results suggest that highly engaged and effective teachers tend to implement SPA more consistently, reinforcing the importance of sustained professional development, collaborative planning, and strong instructional practices in Mathematics.

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