• Marisa Anguit Langoban

  Author

• Denis Abao Tan

  Author

Performance of mathematics faculty in teaching is a product of various attributes directly
or indirectly affecting it. Five (5) attributes explicitly express direct relationship to teaching
performance, which are achievement, advancement opportunities, personal growth, work itself
and working condition. The impact of motivational attributes were: achievement adds up to
confidence and ignites the fire of motivation; advancement opportunities keep Mathematics
faculty abreast with the latest teaching trends; personal growth has made teaching better;
recognition, as motivational attribute barely affects performance; responsibility as the ‘super
ego’ in teaching, helps the teacher define the “do’s and dont’s”; teaching itself increases teaching
performance, its impact is better working with the experienced self fulfillment brought about by
the job itself; administration and leadership define practices in teaching; co-worker relations
define how far is the network of sharing concepts, materials, technologies and teaching
opportunities; remuneration, once the needs provided by remuneration are not met, the
probability of a disturb teacher delivering instruction is highly likely; and lastly, working
condition limits what the teacher can achieve in class. Other attributes that emerged to influence
teaching performance is other tasks of the teachers.

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