This study investigated the preparedness, instructional practices, and professional development needs of elementary mathematics teachers to inform the design of a capacity-building program aimed at enhancing instructional quality and assessment alignment with the National Achievement Test (NAT). Using a descriptive research design, data were gathered from 35 mathematics teachers across 18 public elementary schools in one city division in the Philippines. A validated researcher-made questionnaire measured preparedness across four domains: content knowledge, pedagogical strategies, assessment practices, and NAT alignment. Quantitative data were analysed using descriptive statistics, Spearman correlation, Mann-Whitney U, and Kruskal-Wallis tests, while qualitative responses were subjected to thematic analysis. Findings revealed that teachers demonstrated high preparedness in content, pedagogy, and assessment but expressed very high training needs, particularly in assessment literacy and NAT alignment. Years of teaching experience showed a significant relationship with content knowledge, while sex was associated with differences in content and pedagogical preparedness. Other demographic factors such as age, position, and educational attainment showed no significant influence. Qualitative results highlighted major instructional challenges, including pupils’ poor problem-solving skills, lack of mastery in basic operations, and limited learning resources. Teachers also emphasized misalignment between classroom assessments and NAT competencies. The study concludes that teacher preparedness in mathematics is multidimensional and shaped by continuous professional learning rather than demographic attributes. It recommends a comprehensive professional development program focused on assessment design, test alignment, and pedagogical innovation to strengthen instructional quality and improve mathematics achievement.
A 2025 study studied this question.