Teacher Workload and Approaches in Teaching Mathematics

This study focused on the relationship between teacher workload and approaches in teaching Mathematics. Specifically, it determined the extent of teacher workload and the level of approaches in teaching Mathematics, their significant relationship, and the workload components that significantly predict approaches in teaching Mathematics. The study employed correlational and causal research designs. The respondents of the study were 153 Grade 10 students from Manolo Fortich District II, Division of Bukidnon, selected through stratified random sampling and the sample size was computed using Select Statistical Services Calculator at 95% confidence level and 5% margin of error. Data were gathered using an adapted validity and reliability tested questionnaire. Mean, Standard Deviation, Pearson Product Moment Correlation, and Multiple Linear Regression Analysis were utilized to examine the data. Findings revealed that teachers’ workload is highly evident and the approaches in teaching Mathematics are high. There is a significant relationship between teacher workload and approaches in teaching Mathematics. Teaching load and administrative tasks are significant predictors in teaching Mathematics. The study concludes that teaching load and administrative tasks significantly influence the teaching approaches in Mathematics. Thus, school administrators may review and rationalize teachers’ teaching loads and administrative assignments to allow more time for lesson preparation and instructional innovation. Furthermore, future researchers may conduct similar studies using other variables such as teaching experience, school resources, or student achievement.