Teachers’ Perception, Module Innovation and Self-efficacy of Mathematics Teachers in the New Normal

Abstract

This descriptive-correlational study was conducted to determine the relationship between teachers’ perception and teachers’ self-efficacy, as well as the level of module innovation and self-efficacy of teachers teaching mathematics in the new normal. It was conducted at the Division of Davao del Sur, Southern Philippines during the School Year 2020-2021. It used used purposive sampling and complete enumeration techniques in choosing the 75 Grade 4 mathematics teachers. A modified and adopted survey questionnaires were used to obtain necessary data. Results showed that the level of teachers’ perception in terms of readiness to modular distance learning and teaching mathematics through modular instruction was very high; the overall level of module innovation of teachers, and the level of self-efficacy of mathematics teachers’ teaching in the new normal in terms of instructional self-efficacy and professional abilities/teaching effectiveness were also very high. The relationship between the level of teachers’ perception and self-efficacy was significant, as well as the relationship between the level of module innovation and self-efficacy of mathematics teachers was also significant. The very high levels of teachers’ perception in terms of readiness to modular distance learning, perception, and inclination to teaching mathematics imply that the mathematics teachers were not affected by the COVID 19 pedagogically. Moreover, the very high level of module innovation implies had maintained their commitment to teaching despite the pandemic. Generally, albeit the COVID 19, the mathematics teachers remained strong to the challenges of teaching.

Keywords

• teachers’ perception
• module innovation
• self-efficacy
• mathematics
• new normal