This descriptive-correlational research design examines the profile and teaching effectiveness of junior high school mathematics teachers in Quirino province during the school year 2023-2024. The research involved all national high schools, integrated schools, and a school of national arts and trades across urban and rural areas, with a total of 98 participating teachers. Utilizing a validated survey questionnaire based on the 7Es model of the constructivist approach, the study achieved a reliability index of 0.84.

The findings indicated that the teachers are effectively engaged. The teachers applied the different teaching engagements in teaching mathematics. The key factors that discriminated junior high school math teaching effectiveness include attending math-related seminars and practices focused on eliciting, exploring, engaging, explaining, elaborating, and evaluating. The teachers were classified into above average and average groups, with eliciting practices and seminar attendance as strong indicators. The model accurately discriminated teaching effectiveness.

Also, based on the findings of the study, an intervention plan was crafted that could be utilized by the junior high school mathematics teachers in the schools division of Quirino.

Moreover, the study will be used to enhance professional development opportunities, improve specific teaching practices, implement mentorship programs, address challenges in extending activities, and establish a system for regular evaluation and feedback. These steps aim to sustain and elevate teaching effectiveness among junior high school mathematics teachers in Quirino province and others.

Keywords: Discriminators, Elaborating, Eliciting, Engaging, Evaluating, Explaining. Exploring, and Teaching Engagements

Thesis (Master of Arts in Teaching - Mathematics)

Includes appendices and bibliographical references