Instructional Competence of Mathematics Teachers: Basis for a Training Program

GONZALO, RAHMAN S. (2025). INSTRUCTIONAL COMPETENCE OF MATHEMATICS TEACHERS: BASIS FOR A TRAINING PROGRAM Master of Arts in Education, major in Educational Management. Ilocos Sur Polytechnic State College, Graduate School. Sta. Maria, Ilocos Sur. Adviser: MARIA TERESA T. GARCIA, EdD Despite extensive research on mathematics instruction, gaps persisted in understanding the interplay between teaching strategies and teacher characteristics such as age, experience, gender, and technological integration. Limited studies also explored the impact of specific mathematical applications on student learning, the effect of multiple teaching preparations on instructional competence, and the competence differences between mathematics and non-mathematics teachers. Given these gaps, this study aimed to assess the pedagogical competence of secondary mathematics teachers in the Schools Division of Candon City, serving as a foundation for a targeted training program. Employing a descriptive-developmental quantitative design, the study involved secondary mathematics teachers and a representative sample of students. A structured questionnaire checklist, adapted from the DepEd Class Observation Tool (DepEd Memorandum No. 004, s. 2022) and Ragma’s (2017) pedagogical competence instrument, was used to assess instructional competence across teaching, management, guidance, and evaluation skills. Data analysis included frequency counts and percentages for respondent profiles, and weighted means for instructional competence levels, t-tests for group perception differences, and Pearson’s correlation and chi-square tests for relationships between teacher profiles and instructional competence. Findings identified strengths and weaknesses, which served as the basis for developing an evidence-based training program to enhance mathematics instruction. The results indicate that mathematics teachers are highly competent, with overall ratings of Excellent in Guidance, Management, and Evaluation Skills, and Teaching/Facilitating Skills. Teachers consistently rated themselves slightly higher than students did, but both groups acknowledged strong instructional abilities. The findings suggest that while teachers excel in classroom management, student guidance, and assessment, there is room to enhance teaching strategies for better student engagement. Moreover, it signifies that there is no significant relationship between mathematics teachers' profiles and their instructional competence across teaching/facilitating, guidance, management, and evaluation skills. The study highlights that mathematics teachers demonstrate a high level of instructional competence, with strong subject mastery, effective teaching skills, and the ability to integrate technology into their teaching. However, there is a need for continuous improvement in diversifying teaching methods, refining assessment strategies, and enhancing adaptability to different learning styles to further optimize student learning outcomes. To enhance Mathematics instruction, intensify teacher training programs, integrate technology through educational applications like Kahoot and Geogebra, and develop interactive slides catering to diverse learning styles. Additionally, invest in Continuous Professional Development (CPD) through regular workshops, mentorship programs, and collaborative learning communities to foster innovation and knowledge sharing among educators.