Professional Attibutes of Teachers and
Student’s Academic Performance in
Mathematics
Claire C. Lindio
Department of Business and Management
Misamis University
Oroquieta City, Philippines
lindioclaire@gmail.com
One of the attributes of a professional teacher is being
able to effect change in the students’ learning. This study
determines the teacher’s professional skills in relation to
student’s academic performance in Mathematics of
University of Science and Technology of Southern
Philippines in Mobod, Oroquieta City during the School
Year 2018-2019. The study used the descriptive-
correlational research design. The respondents of the
study included 169 first-year students enrolled in
Mathematics, selected through stratified random
sampling. Professional attributes of a Mathematics
teacher survey questionnaire is research-made generated
from the interview conducted by the researcher was used
to determine the teacher’s professional attributes in
Mathematics; while documentary analysis on the final
grades of the students was used to measure the student’s
performance in Mathematics. Mean, Standard Deviation,
and Pearson Product-Moment Correlational Coefficient
were used as statistical tools. Results revealed that the
teacher’s very good professional attributes in terms of
implementing instruction, organizing instruction,
motivating and monitoring students’ progress were highly
related to the student’s poor performance in
Mathematics. However, these are not translated to their
student’s performance since low performance in the
subject was found. Mathematics teachers have to conduct
a pre-test to check the capacity of the students in
Mathematics, and do remedial instructions that may help
students improve their performance.
Keywords—Mathematics, performance, pretest,
professional attributes, remedial instruction
I. INTRODUCTION
A teacher is the representative of the content and
the school. How he presents himself makes an
impression on administrators, colleagues, parents, and
students. Often students link the preference to a
particular subject to a teacher and the way the subject
was taught (Rahayu, 2017). A teacher who exudes
competence for a content area may transfer those
feelings to the students. Also, how the teacher relates
to the students has an impact on the students’
experience in class (Unal, 2017).
An effective teacher has a sense of how each
student is doing in the class that he teaches. He uses a
variety of formal and informal measures to monitor
and assess the student’s mastery of a concept or skill.
When the student is having difficulty, the teacher
targets the knowledge or skills of the student, and
provides remediation as necessary to fill in that gap
(Munter & Currenti, 2017).
Policy makers, school administrators, parents and
students themselves support the notion that teacher
attributes is among the most significant determinants
of academic success (Liakopoulou, 2014). There is
evidence that attributes of teacher are the key
determinants of student learning and achievement, but
there is lack of consensus about the observable teacher
attributes which can account for this impact (Sousa,
2016).
Teachers play a vital role in ensuring quality
education delivery. They are best known for the role
of educating in their care. The most common role
teacher’s play in the classroom is to dispense pertinent
knowledge to students by following the curriculum
[5]. They use various methods such as lecture, small
group activities and hands-on learning activities to
dispense knowledge to students.
Teachers serve many other roles in the classroom.
They set the tone of their classrooms, build warm
environment, mentor and nurture students, become
role models, listen and look for signs of trouble and
others [9]. They are therefor, responsible for
promoting the mission and ethos of the schools
through structured classroom prayer, participation in
the liturgical life of the school, and modeling of
appropriate standards of behavior [27].
Teachers make use of efficient lesson time, to
coordinate classroom resources and space, and to
manage student behavior with clear rules that are
consistently enforced for good learning [4]. Teachers
have to adopt to various learning styles and classroom
dynamics by using superior classroom management
techniques to create a healthy classroom environment
which is safe, resourceful and productive [23].
Effective classroom management strategies
support and facilitate effective teaching and learning
(Korpershock, 2014). It includes both instructional
and behavioral management as employed by teachers
in class [8]. It is considered a significant issue for
teachers, school leaders, system administrators and
the public [22].
In the classroom, teachers do assign lots of
homework to students and monitor their progress for
several purposes. They use monitoring tools to
evaluate how well and individual student learns new
concepts presented in class; and how well the students
retain skills and concepts previously learned. They
also evaluate how well the current teaching program
performs in reaching students and what changes can
be made and what things are taught to improve
learning [7].
Academic performance also known as academic
achievement/ academic attainment is the outcome of
education; it constitutes the extent to which a student,
teacher or institution has achieved their educational
goals. It is commonly measured by examinations and
is continuous. In educational institutions, success is
measured by academic performance, or how well a
student meets standard set out by local government
and institution itself [21]. It can be defined as
standardized test scores, student’s grades, overall
academic ability and achievement outcomes [11].
Academic motivational construct is a strong
predictor of student’s self-regulation in learning and
academic performance. Self-regulation mediates
relationship between student’s academic motivation
and student’s academic performance on (Ariani,
2016). Moreover, there is a great impact of academic
performance fail to seek admission on higher level
institutions (Buzdar et al., 2017).
Furthermore, academic performance depends on
many different factors like student’s cognitive
abilities, emotional intelligence, socio-economic
status, school environments, home environments,
curriculum, instructional materials and others [1].
Moreover, cognitive ability, affective attributes,
resilient behaviors predicted student’s academic
performance [10].
Teachers are tasked not only on being competent
at teaching methods and techniques but also knowing
learner’s psychological readiness and to improve
teaching [26]. Maintaning focused attention of the
children in the school is considered an important
factor for successful learning [13]. In a study on
learner’s attitude towards Mathematics, the results
indicate that student’s attitudes were greatly improved
when they were exposed to the teaching strategies of
framing and team-assisted individualization when
compared with the traditional method [2].
Many students are considered underachievers in
Mathematics. They were average or above average in
their intelligence but their actual achievement in
Mathematics did not coincide to their intellectual
capabilities [25]. The dimension of negative
relationship with the teacher was negatively
associated with the desired behavior, behavioral
problems and academic achievements through the
eight years of student’s schooling. If teachers are not
motivated, the pupils cannot learn effectively, thus
affecting their academic performance [20].
Many studies attest that teachers contribute more
to their student’s academic growth. However,
research has not been very successful at identifying
the specific teacher attributes which other believe as
characteristics that are most likely to improve student
learning in Mathematics. Unfortunately, this is just the
information that educational policymakers need most
in hiring and retaining Mathematics teachers
(Prendergast & O’Donoghue, 2014).
II. METHODS
A. Research Design
The study used a descriptive-correlational
research design. The goal of the descriptive research
is to describe a phenomenon and its characteristics.
This research is more concerned with what rather than
how or why something has happened. In such study,
the data may be obtained qualitatively, but is often
analyzed quantitatively, using frequencies,
percentages, averages, or other statistical analyses to
determine relationships [19]. On the other hand,
correlational methods often rely on statistical control
to rule out the effects of extraneous variables, provide
more accurate estimates of relationships among
variables, or produce conservative tests of hypotheses
(Becker et al., 2016). This design was considered
appropriate for which the study determined the
teacher’s professional attributes in relation to the
student’s academic performance in Mathematics.
B. Research Setting
This study was conducted in the University of
Science and Technology of Southern Philippines in
Mobod, Oroquieta City which is 3.0 kilometers away
from the city proper. It is one of the clustered
campuses in the University of Science and
Technology of Southern Philippines in Cagayan de
Oro City. It has a population of more than 800
students. It offers two major curriculum programs, the
Education and the Information Technology and
Livelihood Education (BSE-TLE), Bachelor of
Technology and Livelihood Education major in Home
Economics (BTLEd-HE), Bachelor of Technology
and Livelihood Education major in Industrial Arts
(BTLEd-IA), and Bachelor of Technology and
livelihood Education major in Information
Communication and Technology (BTLEd-ICT); and
Bachelor of Information Technology (BSIT).
C. Respondents of th Study
The respondents of this study included 169 first
year students of Bachelor of Science in Information
Technology under the four (4) instructors in
Mathematics 101 with the descriptive title of
Mathematics in the Modern World for School Year
2018-2019. They were computed using Raosoft
sample size calculator and chosen using stratified
random sampling. Only those students enrolled in
Mathemtics 101 subjects in the first semester and
who gave consent to be one of the respondents were
included in the study.
D. Instruments
The following were the instruments used in the
study:
A. Personal Attributes of a Mathematics
Teacher Questionnaire. This is a researcher-made
questionnaire used to measure the Math teacher’s
personal attributes. It has eighteen (18) indicators
generated after the statements from the interview
were subject to Exploratory Factor Analysis (EFA).
The questionnaire was pilot tested to students who
were not included in the study and Cronbach’s alpha
coefficient was computed and yielded a value of
0.9428, hence, the instrument was reliable. It has five
responses, 5 (always) being the highest and 1 (never)
being the lowest.
To determine the attributes of Mathematics
teacher, the data were analyzed and interpreted
using the scale below:
Table 1
Responses Continuum Interpretation
5 – Always (A) 4.20 – 5.00 Very Good
4 – Often (O) 3.40 – 4.19 Good
3–Sometimes (SS) 2.60 – 3.39 Fair
2 – Seldom (SD) 1.80 – 2.59 Poor
1 – Never (N) 1.00 – 1.79 Very Poor
B. Documentary Analysis
The documentary analysis was employed in
determining the student’s performance. The final
grade of the students in Mathematics subject was
used as the academic performance of the students.
This included the student’s class performance in
quizzes, innovative tasks or project and in
examinations.
The academic performance of students in their
mathematics subject was analyzed and interpreted
based on the scale below:
Table 2
Grade Interpretation
1.00 – 1.25 Outstanding
1.26 – 1.75 Very Satisfactory
1.76 – 2.25 Satisfactory
2.26 – 2.75 Fair
2.26 – 3.00 Poor
3.01 – 5.00 Very Poor
E. Data Collection
The researcher asked the permission from the
Program Head of the Graduate School of Misamis
University, Oroquieta City to administer the
questionnaire. After the permission was granted, the
researcher wrote a letter to the Director of the
University of Science and Technology of Southern
Philippines to personally conduct the survey based on
the questionnaire.
The indicators were generated from the interview
conducted and were scrutinized until attributes of
Mathematics teacher are formed using the
Exploratory Factor Analysis (EFA). The
questionnaire them was floated personally by the
researcher to the respondents of the study. The
respondents were informed of the purpose of the
study before they answered the questionnaire. As
soon as the students finished in answering the survey
instruments, the researchers retrieved the
questionnaire. The results of the questionnaire were
tallied, computed, tabulated, analyzed and
interpreted.
F. Ethical Considerations
The ten principles of ethical considerations by
Bryman & Bell (2007) complied within in the study.
First, research respondents were not subjected to
harm in any way. Respect for the respondent’s
dignity was prioritized. Full consent was obtained
from the office of the campus director of University
of Science and Technology of Southern Philippines.
Protection privacy of research respondents, and
adequate level of confidentiality of the research data,
and the anonymity of the individual’s participating in
the research were ensured. Moreover, deception and
exaggeration about the aims and objectives of the
study were avoided. Affiliations in any forms,
sources of funding, as well as any possible conflicts
of interest were declared. Lastly, any communication
concerning this research was done with honesty and
transparency, and any misleading information, as
well as the representation of primary data findings in
a biased way were avoided.
G. Data Analysis
With the use of Minitab software, the following
statistical tools were used in interpreting the data of
this study:
Mean and Standard Deviation. These were used
in determining the Math teacher’s professional
attributes and the student’s academic performance in
Mathematic.
Pearson Product Correlation Coefficient. This
statistical tool was used to establish the significant
relationship between the professional attributes of the
teacher and student’s academic performance in
Mathematics.
III. RESULTS AND DISCUSSION
A. Professional Attributes of Mathematics Teachers
Mathematics teachers have very good (M=4.30,
SD= 0.60) professional attributes Table 2. In the areas
of implementation (M=4.32, SD=0.62), organizing
instruction (M=4.22, SD=0.63), and in motivating and
monitoring students’ progress (M=4.36, SD=0.55),
teachers are very good. This implies that teachers have
very good traits toward the teaching profession. E
The findings imply that Mathematics teachers
have very good skills in facilitating learning through
guided activities and in organizing instruction hat help
students learn in math in the enjoyable ways. They
have the very good ability in motivating and
monitoring student’s progress in learning. They make
sure that learners learn by providing reinforcement
and encouragement during tasks or activities in
Mathematics. Moreover, they evaluate student’s
performance in a non-controlling fashion.
Classroom management, motivation, and strong in
content knowledge emerged to be the three most
important attributes of Math teachers [18]. However,
nascent/ promising understanding, professional
capacity, and emergent identity were the three
attributed perceived by pre-service teachers to be the
most important (Garza et al., 2016). Teacher
educators need to possess all of these professional
attributes. They should not possess only subject
knowledge but also pedagogical knowledge such as
how to teach the content, and other knowledge related
to teaching methods and techniques [6]. Additionally,
they need to use a variety of formal and informal
measures to monitor and assesses the student’s
mastery of a concept or skill (Munter & Currenti,
2017).
Teachers play a vital role in ensuring quality
education delivery. They are best known for the role
of educating the students in their care. The most
common role teachers’ play in the classroom is to
dispense pertinent knowledge to students by
following the curriculum standards set in the policies,
standards and guidelines (PSG’s) set by CHED. Thus,
they need to make that all the lessons they teach are in
accordance with the PSGs in terms of lessons,
strategies, techniques, approaches and assessment
types.
Table 1 Professional Attributes of Mathematics
Teachers (n=169)
Constructs M SD Remarks
Implementation of
4.32 0.62 Very Good
Instruction
Organizing Instruction 4.22 0.63 Very Good
Motivating and
Monitoring Students’ 4.36 0.55 Very Good
Progress
Overall Professional
4.30 0.60 Very Good
Attributes
Scale: 4.20-5.0(Very Good); 3.40-4.19(Good); 2.60-
3.39(Fair); 1.80-2.59(Poor); 1.0-1.79(Very Poor)
B. Student’s Academic Performance in
Mathematics
The students’ performance (Table 1) in
Mathematics subject is poor (M=2.92, SD=0.89).
Students have poor performance in Math as revealed in
their grades in midterm. This means that students in
math really had a difficulty in learning the subject.
There are factors that might lead to their poor
performance.
Many students are considered underachievers in
Mathematics. They are average or above average in
their intelligence but their actual achievement in
Mathematics did not coincide to their intellectual
capabilities [25]. The dimension of negative
relationship with the teacher was negatively associated
with the desired behavior, behavioral problems, and
academic achievements through the eight years of
students’ schooling [15].
Students with Mathematics difficulty demonstrate
growth on Mathematics measures, but this growth still
leads to lower performance than that of students
without Math difficulty. Students with Math difficulty
continue to struggle with mathematics in later grades
(Nelson & Powell, 2018). Poor academic background
caused the first year students to have difficulty in
learning academic subjects, particularly in
Mathematics as shows in the in the study in MSU-
General Santos City [12].
Mathematics teachers play a major role to address the
concern by providing the necessary academic support
services for students who are considered academically
underprepared for college-level Mathematics. They
have to set first the learning environment ensuring that
it is conducive for learning and make sure that teacher-
student relationship is maintained. Varied teaching
strategies and interactive activities that cater the
learner’s multiple intelligences and learning styles
have to employ by teachers in the teaching math
concepts. Effective teachers love learning and are
always looking for ways to improve their own
practices. They are happy to challenge themselves,
their existing beliefs about teaching, they keep on
working to improve it because it has become a passion.
Table 2 Student’s Academic Performance in
Mathematics
Variable M SD Minimum Maximum
Performance 2.92 0.89 5.0 1.75
Scale: 1.0-1.25(Outstanding); 1.26-1-75 (Very
Satisfactory); 1.76-2-25 (Satisfactory); 2.26-2.75
(Fair); 2.76-3.0 (Poor); 3.01-5.0 (Very Poor)
C. Significant Relationship between the
Professional Attributes of Teachers and
Students’ Performance in Mathematics
The teachers’ professional attributes (Table 3) in
term of implementation of instruction (r value=0.23,
p value=0.00), organizing instruction (r value=0.25. p
value=0.00), and motivating and monitoring student’s
progress (r value=0.22. p value=0.00) are highly
related the student’s performance. All p-values are
lesser than 0.00 level of significance make the results
highly significant. There is a highly significant
relationship between the teacher’s professional
attributes and the students’ performance in Math.
The results imply that when a professional
attributes of a teacher increases; the student’s
performance also increases. But when the teacher’s
professional attributes decreases, same goes with the
student’s performance in Arithmetic. The teacher’s
ability to plan, organize and assess instruction based
on students’ ability to organize knowledge and skills
in Mathematics.
Effective Math teaching involves the teacher and
the student (Nergaard, 2017). Teacher’s Math content
knowledge [24] and teacher’s interaction variable
showed a positive effect on the students’ achievement
in Mathematics (Yang-Boon Kim & Shin, 2018).
Teachers who make use of efficient lesson time,
coordinate classroom resources and space, and
manage student behavior with clear rules consistently
enforced to good students’ learning [4]. They leave
and academic impact to students when they have
instructional and interpersonal skills [17].
Teachers have to make sure that what and how in
teaching Mathematics subject is properly prepared
and carried out. Teachers need to master the lessons
starting from the student’s learning have to be taken
into consideration. Trainings and seminar-workshops
on pedagogical knowledge and skills in teaching may
help teachers teach math lessons more effective.
Table 3 Significant Relationship between the
Professional Attributes of Teachers and Student’s
Performance in Mathematics
R- p-
Variables Remarks
value value
Implementation of
Highly
Instruction & 0.23 0.00**
significant
Performance
Organizing
Highly
Instruction & 0.25 0.00**
Performance
significant
Motivating and
Monitoring Highly
0.22 0.00**
Students’ Progress significant
and Performance
Note: ** means p ≤ 0.01 – Highly Significant
IV. CONCLUSION AND RECOMMNEDATION
The very good professional attributes of
Mathematics teachers are related to but not translated
to the academic performance of the students in the
subject. The teacher’s ability to implement
instructional instruction, organize lessons and their
ability to motivate and monitor student’s progress in
learning is related to the performance of students in
Mathematics. However, it does not always guarantee
better achievement in Mathematics since their
performance in this study is poor. Teachers might
have done their best to use different strategies and
techniques in lesson implementation and
organization. Although teachers have very good traits
towards teaching profession but failed to identify the
real causation that affects the students’ poor
performance in Mathematics. The inability of the
teachers to consider some of the factors that greatly
affect their studies may lead to low performance of
students in Mathematics subject.
In view of the important findings of this study, it
is recommended that teachers shall conduct an
assessment inventory that may test the student’s
learning styles and multiple intelligences with may be
used as basis in designing activities in the classroom;
design instructional strategies like differentiated
instruction that may cater their pupil’s individual
differences; and shall use interactive teaching
strategies like Jigsaw in teaching to improve student’s
performance in the class. Conducting a pre-test to
check the capacity and learning gap of the students in
Mathematics and doing remedial instruction may help
students improve their performance. Future
researchers have to include in their studies the
variables that singly or in combination predict
students’ performance in Mathematics.
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