PROFESSIONAL COLLABORATION AND PEDAGOGICAL SKILLS AMONG MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF THE NATIONAL LEARNING CAMP (NLC)

Danfel Marie C. Nacua, Mary Grace T. Padayag, Rhoena Jane Pojeda, Conrado Jr. B. Panerio

Abstract


In the context of education, teachers are being challenged in imposing their pedagogical skills. Moreover, professional collaboration is essential since it influences teachers’ pedagogical skills. This descriptive-predictive quantitative analysis included 60 randomly selected mathematics teachers from various secondary schools across Digos City who are part of the National Learning Camp (NLC) EOSY 2022-2023. The adopted questionnaire was answered using a 5-point Likert scale. Based on the findings, the level of professional collaboration and pedagogical skills among mathematics teachers was very high. It implies that professional collaboration and pedagogical skills are always observed. Based on the correlation analysis using Pearson Correlation Coefficient or Pearson’s r, the results revealed that there is a significant relationship between professional collaboration and pedagogical skills among mathematics teachers. Regression analysis predicting pedagogical skills through professional collaboration revealed that professional collaboration is a significant predictor of pedagogical skills. It indicates that an increase in professional collaboration is an increase in pedagogical skills. The study recommends that future researchers determine other predictors that could be significant in the teacher’s pedagogical skills.

 

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education, professional collaboration, pedagogical skills, national learning camp (NLC), mathematics, teachers, Digos City, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v12i8.6159

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