Pedagogical Content Knowledge and Instructional Effectiveness of Public Junior High School Mathematics Teachers In Echague, Isabela

Abstract

Pedagogical content knowledge is essential in improving teachers’ instructional management and students’ learning in mathematics. This study determined the level of pedagogical content knowledge and instructional management performance of public junior high school mathematics teachers in Echague, Isabela, and examined the relationship between the two variables. A descriptive-correlational research design was employed involving 45 public junior high school mathematics teachers selected through total enumeration. Data were gathered using an adapted and validated questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation. The findings revealed that the respondents possessed a very high level of pedagogical content knowledge in terms of pedagogical knowledge, knowledge of learners and learning, curriculum knowledge, content knowledge, and knowledge of contexts. Likewise, the teachers demonstrated an outstanding level of instructional management performance in terms of instructional objectives, content knowledge and pedagogy, learning environment, and diversity of learners. Furthermore, the results showed a very strong and statistically significant positive relationship between pedagogical content knowledge and instructional management performance. The study concludes that strengthening teachers’ pedagogical content knowledge contributes to more effective instructional management and supports the delivery of quality mathematics education.