Pedagogical Adaptability and Mathematics Teaching Efficacy Among Public Elementary School Teachers
DOI:
https://doi.org/10.5281/zenodo.19728118Keywords:
pedagogical adaptability, mathematics teaching efficacy, instructional flexibility, learner responsiveness, elementary teachers, Mathematics instructionAbstract
This study proceeded from the understanding that effective Mathematics teaching required not only content knowledge but also the teacher’s capacity to adjust instruction when learners struggled, responded differently, or needed varied forms of support. It determined the relationship between pedagogical adaptability and mathematics teaching efficacy among public elementary school teachers teaching Mathematics in San Manuel, Isabela. The study measured pedagogical adaptability in terms of instructional flexibility, responsiveness to learners’ needs, adjustment of teaching strategies, and modification of classroom approaches. It also assessed mathematics teaching efficacy in terms of confidence in teaching mathematical concepts, facilitating problem-solving, addressing learner difficulty, managing mathematics instruction, and sustaining learner engagement. A quantitative cross-sectional explanatory design was used, supported by descriptive, associative, and predictive analyses. Data were gathered through a validated structured questionnaire and analyzed using weighted mean, standard deviation, Pearson correlation, rank ordering, and multiple linear regression. Findings revealed that the respondents had very high levels of pedagogical adaptability and mathematics teaching efficacy. A significant positive relationship was found between the two variables. Regression results showed that responsiveness to learners’ needs, instructional flexibility, and adjustment of teaching strategies significantly predicted mathematics teaching efficacy, while modification of classroom approaches did not significantly predict the outcome variable. The study concluded that teachers who adapted more effectively to learner needs and instructional situations tended to demonstrate stronger confidence in teaching Mathematics. The findings emphasized the need to strengthen adaptive teaching practices as a means of improving teacher efficacy and the quality of elementary Mathematics instruction.
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This is a verified article discussing adaptive teaching, teacher agency, and professional decision-making
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