Bridging the PISA Gap: Assessing Teacher Perceptions and Developing a Mathematics Action Plan

Abstract

This research aimed to determine the state's secondary school teachers' readiness for the PISA (Program for International Student Assessment) to address the mathematics-related "PISA gap." A quantitative descriptive-comparative research design was used to evaluate teachers' perceptions on three different dimensions: instructional leadership, collaborative practice and resource availability, and administrative readiness; as well as how actively involved they are in implementing PISA. More than 100 teachers completed the survey, with 60% having 10 or more years of experience and 60% holding master's or doctoral degrees. The results indicated that while nearly all teachers have high levels of collaborative and data-driven practices, they reported significant barriers with respect to the provision of resources, specifically in terms of the availability of internet-based connectivity (at both the school and local government levels) that would prevent or minimize the use of digital assessments promptly. In addition, the teachers indicated that they have not established standardized strategies to involve parents or guardians in attaining PISA goals; therefore, the level of parental involvement in the PISA-related process was the lowest of the four dimensions. Additionally, while there were no significant differences in perceived PISA readiness by rank or highest level of education attained, the number of years of teaching experience was statistically significant in influencing teachers' perceptions of stakeholder involvement. As a result, the authors developed a multi-faceted Mathematics Action Plan (MAP) called VIBA (Vitalizing Instruction, Building Alliances) that they plan to implement to address these areas of concern through collaborative professional development/training on the use of PISA and stronger partnerships with the community.