Influence of Administrative and Professional Support on Teaching Attitudes in Mathematics Instruction

Abstract

This study investigated the influence of administrative and professional support on the teaching attitudes of junior high school mathematics teachers. The inquiry was undertaken in response to persistent challenges in mathematics performance and the varied implementation of assessment initiatives, particularly the Rapid Mathematics Assessment (RMA). Employing a descriptive-correlational research design, quantitative data were collected from junior high school mathematics teachers through a researcher-made questionnaire. Descriptive statistical tools, including frequency, percentage, weighted mean, and standard deviation, were used to determine the level of administrative support, professional support, and teaching attitudes. The Pearson Product-Moment Correlation Coefficient was utilized to examine relationships among the key variables. Results revealed that the level of administrative support and professional support was generally high, while teaching attitudes toward mathematics instruction were positive. Further analysis showed a significant relationship between administrative support and teaching attitudes, as well as between professional support and teaching attitudes. Teachers who reported receiving regular guidance, constructive feedback, and sufficient instructional resources demonstrated more favorable attitudes toward mathematics teaching. In addition, professional development activities that were relevant, sustained, and aligned with classroom realities were associated with increased confidence and openness to assessment innovations such as RMA. The study concludes that both administrative and professional support significantly influence the teaching attitudes of junior high school mathematics teachers. Strengthening leadership practices and professional learning systems is recommended to enhance instructional effectiveness and improve mathematics learning outcomes.