Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 37 no. 10 (2025)

Teachers Pedagogical Content Knowledge and their Instructional Management Performance in Mathematics: Basis for Teacher’s Developmental Plan

Shiela May Pangan | Eugenio Magno

Discipline: Education

 

Abstract:

This study investigated the intricate relationship between mathematics teachers' Pedagogical Content Knowledge (PCK) and their instructional management practices, utilizing the Classroom Observation Tool (COT) within the Results-Based Performance Management System (RPMS). It provided a comprehensive description of the PCK of junior high school mathematics teachers in Cluster III, Division of Pampanga, focusing on dimensions such as pedagogical knowledge, curriculum knowledge, and content knowledge. The findings revealed strong agreement among respondents regarding PCK indicators, particularly in Content and Curriculum Knowledge, while Pedagogical Knowledge and Knowledge of Context received slightly lower ratings. Teachers were rated outstanding in all key aspects of instructional management, indicating exceptional performance. However, significant differences emerged between teachers' self-assessments and evaluations by their superiors in several areas of PCK. Although no overall significant relationship was found between PCK and instructional management performance, a weak yet statistically significant correlation was identified between Content Knowledge and instructional management. Based on data from 91 teachers, a tailored Teachers' Developmental Plan was formulated to enhance PCK and instructional management skills, addressing specific challenges identified during RPMS observations. Ultimately, this plan aims to empower teachers to improve their effectiveness in conveying mathematical concepts and managing classroom dynamics, thereby enhancing student outcomes.



References:

  1. Aksu, Z., & Kul, Ü. (2019). The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety. SAGE Open, 9(3).   https://doi.org/10.1177/2158244019871049
  2. Ardiawan, I. K. N., Lasmawan, I. W., Dantes, N., & Dantes, G. R. (2024). The impact of differentiated learning materials on students’ understanding of nationalism and global diversity. Journal of Education and e- Learning Research, 11(1), 107–112.
  3. Chen, J., & Zhang, L. (2019). The impact of structured lesson planning on teacher reflection and student engagement. Journal of Education   and Learning, 8(4), 123- 135.
  4. Cooper, D. R., & Schindler, P. S. (2014). Business         research methods (12th ed.). McGraw- Hill  Education.
  5. Cordova, W. M., & Linaugo, J. D. (2022).            Pedagogical content knowledge practices of public-school science teachers. Technium Soc. Sci. J., 37, 37
  6. Department of Education (Philippines). (2015). “DO 2, s.2015–Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS).” Retrieved from DepEd Official Website
  7. Dizon, A. D., Pedro, A. B. S., Munsayac, M. M., Padilla, J., & Pascual, M. C. G. (2018). Level of      implementation of the results-based performance management system in the department of education division of gapan city, philippines. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.1172398
  8. Forsler, A., Nilsson, P., & Walan, S. (2023). Capturing and developing teachers’ pedagogical content knowledge in sustainable development using content representation and Video-Based           reflection. Research in Science Education, 54(3), 393–412. https://doi.org/10.1007/s11165-023-10149-y
  9. Granström, Mikk & Härma, Eliis & Kikas, Eve. (2023). Teachers’ knowledge of students’ learning strategies: recommendations and evaluations. Nordic Studies in Education. 43. 10.23865/nse. v43.5501.
  10. Guskey, T. R., & Bailey, J. M. (2024). Developing   grading and reporting systems for student learning. Corwin Press.
  11. Hernandez, R., & Cruz, J. (2020). The impact of performance evaluation tools on teachers’ instructional practices and classroom management. International Journal of Educational Research, 109, 10185
  12. Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: conceptualizing and measuring teachers’ topic- specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400. T
  13. Insorio, A. O. (2024). Addressing student diversity to improve mathematics achievement through      differentiated instruction. International Journal of Professional Development Learners and Learning, 6(1), ep2406.
  14. Kim, Insook & Ko, Bomna. (2020). Content knowledge, enacted pedagogical content knowledge, and student performance        between teachers with different levels of content expertise. Journal of Teaching in Physical Education.111-120. 10.1123/jtpe.2018-0292.
  15. Leedy, P. D., & Ormrod, J. E. (2019). Practical research:  Planning and design (12th ed.). Pearson Education.
  16. M. P. (2024). Teachers’ Competency in Content Knowledge and Pedagogy in Buhi South District, Philippines. International Education Trend Issues, 2(1), 21– 30. https://doi.org/10.56442/ieti.v2i1.365
  17. Mallillin, Leovigildo Lito & Mallillin, D. (2023).      Instructional Management System Theory. 10.47991/2835-6764/AJSER-136.
  18. Manigbas, J. I., Ollet, A. L., Noble, M. P. L., Angeles, J. R., Cayetano, N. M., &  Fucio,
  19. Mccombs, Barbara. (2001). What Do We Know about Learners and Learning? The Learner Centered Framework: Bringing the Educational System into Balance. Educational Horizons. 79.
  20. Mohamad, S. L. (2024). Learning environment and academic engagement in science of junior high school students. International Journal     of  Research Publications, 141(1). https://doi.org/10.47119/ijrp1001411120246031
  21. Morre, Michael C. Jr. and Noel T. Casocot, (2022). Teachers’ pedagogical knowledge and mathematical skills as predictors of students achievement in the new normal. United International Journal for Research & Technology (UIJRT), 3(6), pp.35-43.
  22. Ndihokubwayo, J., Umulisa, M., & Niyomugabo,A. (2022). Factors influencing motivation: the role of learning environment in Rwandan secondary schools. International Journal of Learning, Teaching and Educational Research, 21(5), 1-15.
  23. Patalinghug, J. S., & Arnado, A. A. (2021). Mathematics teachers’ technological pedagogical and content      knowledge and their capacity for differentiated instruction. International Journal of Multidisciplinary Applied Business and Education Research, 2(7), 574–586.  https://doi.org/10.11594/ijmaber.02.07.05
  24. Refugio, Craig & Bulado, Maria & Galleto, Patrick & Noblefranca, Clint. (2020). Content knowledge level of elementary mathematics   teachers: The case of a school district in the Philippines. Cypriot Journal of Educational Sciences. 15. 604-618. 10.18844/cjes. v15i3.4551.
  25. Rivera, J. (2024). Culturally responsive teaching and learning achievement. Education Dissertations,80. https://digitalcommons.spu.  edu/soe_etd/80
  26. Sarmah, H. K., & Hazarika, B. B. (2012). Importance of the size of sample and            its determination in the context of data related to the schools of greater Guwahati. Bulletin of the Gauhati University Mathematics Association, 12(1), 55- 76.
  27. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 14(2), 4-14.
  28. Siegler, R. S. (2024). Connecting learning environments to learning: Two examples from children’s   mathematics.        Developmental Review,73, 101138.https://doi.org/10.1016/j.dr.2024.101138
  29. Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Peck,        R., Rowley, G.(2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy,       practice,          and readiness to teach primary      and secondary mathematics. Conceptual framework. Teacher Education and Development International Study Center, College of Education, Michigan State University. https://www.iea.nl/sites/default/files/2019-04/TEDS-M_Framework.pdf
  30. Tesfaw, B. K., Ayele, M. A., & Wondimuneh, T. E.   (2024).  Context-based     problem- posing and solving instructional approach and students’ engagement in learning data handling. Cogent Education, 11(1).

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic