Author

Jonyvie N. Pepito*
Cebu Technological University-Main Campus, Cebu City, Philippines

Abstract

In recent years, the critical role of teachers’ mathematical thinking in ensuring high-quality mathematics instruction, particularly in early childhood settings. This study attempted to assess the mathematical thinking and teaching performance of probationary early childhood teachers in Daanbantayan District, Daanbantayan, Cebu, for the School Year 2025–2026 as basis for a proposed action plan. The study was conducted at Daanbantayan District, Daanbantayan, Cebu with purposive convenience sampling method used to over 50 teacher respondents. The questionnaire used in the study was adapted from Alhunaini et al., (2024). The study employed statistical tools such as the weighted mean, simple percentage, standard deviation, and pearson product-moment correlation r. The findings indicate that the respondents are mostly mid-career female teachers who are actively engaged in continuous professional development through advanced studies, trainings, and accumulated teaching experience. They generally demonstrate strong teaching performance as reflected in their RPMS ratings, showing consistent competence in instructional delivery, classroom management, and professional responsibilities, with a few exhibiting exemplary performances. Moreover, the respondents show a very positive perception of mathematical thinking, particularly in problem solving, representation, reasoning, and communication, while mathematical connections are comparatively less emphasized. Finally, the study reveals a significant relationship between teachers’ mathematical thinking and their teaching performance, suggesting that stronger mathematical thinking is associated with more effective instructional practice. Based on the findings, the researcher recommends the development and implementation of an action plan.

Keywords:  Major in Early Childhood Education, mathematical thinking, performance of probationary teachers, descriptive method, action plan, Daanbantayan.

*Corresponding author / Email: Jonyvie.pepito@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05041648

Recommended citation:
Pepito, J. N. (2026). Mathematical thinking and performance of probationary early childhood teachers: Basis for an action plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1099-1115. http://doi.org/10.69651/PIJHSS05041648

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