The Lived Experiences of Mathematics Coordinators in Supporting Teacher Development

Abstract

Recognizing the critical influence of mathematics education on students’ academic and professional success, this qualitative phenomenological study explored the lived experiences of Mathematics coordinators in the three divisions of Lanao del Sur, Philippines. With a particular focus on their roles, strategies, challenges and successes in supporting teacher professional development, the research involved semi-structured interviews with eight purposively selected coordinators from public schools in the province. Through thematic analysis of 266 significant statements, 65 formulated meanings emerged and were synthesized into seven key themes. The findings revealed that Mathematics coordinators serve as instructional leaders who foster collaboration, mentor teachers, align curricula, and facilitate professional learning communities. Effective strategies reported included blended approaches combining action research, peer coaching, technology integration, and the contextualization of teaching materials. Despite facing persistent challenges—such as limited resources, time constraints, and resistance to change—coordinators exhibited strong resilience, adaptability, and innovation. Their contributions led to improved instructional practices, enhanced teacher confidence, and better student learning outcomes. These insights underscore the critical role of Mathematics coordinators in shaping educational quality, particularly in culturally diverse and underserved contexts. The study emphasizes the importance of investing in targeted professional development, resource allocation, and institutional support to empower coordinators as agents of instructional improvement. The findings also suggest implications for policy reform and the development of sustainable, context-responsive teacher support systems.