Mathematical Quotient and Teaching Scholasticness of Teachers in Selected Schools’ Divisions of Central Mindanao

This study aimed to examine the mathematical quotient and teaching scholasticness of teachers in selected schools in Central Mindanao. A descriptive-correlational method was utilized, involving a diagnostic test in mathematics and a classroom observation tool to assess the teaching scholasticness of educators. Data analysis employed various statistical techniques, including frequency, percentage, mean, standard deviation, Pearson r correlation, and regression analysis. Findings revealed that most mathematics teachers were male and held entry-level teaching positions. Their mathematical quotient was generally high, with strong proficiency in statistics, algebra, and geometry, while trigonometry showed slightly lower performance. Teachers also demonstrated outstanding teaching scholasticness, particularly in curriculum planning, assessment, and pedagogy, though a somewhat lower performance was observed in managing diverse learners and classroom environments. There is no significant relationship between teachers’ gender, teaching position, or coordinatorship and their mathematical quotient or scholasticness. Instead, mathematical proficiency appeared to be influenced more by individual skills, training, and experience. However, a significant relationship was observed between teachers’ mathematical quotient and their teaching scholasticness, suggesting that strong content knowledge contributes to more effective teaching.