Mathematics Teachers’ Competence and Instructional Quality in Senior High Schools in The Province of Laguna

This study explored the relationship and effects of teachers’ competence to their instructional quality in public senior high schools in the ‎Philippines. Employing a descriptive-correlational design, the study surveyed 129 mathematics teachers from seven schools’ divisions of ‎Laguna Province. Stratified random sampling ensured equitable representation. Teachers’ instructional quality was assessed through cogni-‎tive activation, student support and classroom management with a reliability coefficient of 0.865. Meanwhile, teachers’ competence was ‎measured across five domains such as mathematics content knowledge (MCK), pedagogical content knowledge (MPCK), general pedagogi-‎cal knowledge (GPK), affective-motivation characteristics, and situation-specific skills with a reliability coefficient of 0.931. Multiple re-‎gression analysis was used to determine statistical correlations and its effect. Findings revealed very high instructional quality, while accom-‎plished levels were observed in teacher competence aspects. A strong positive correlation was found between overall teacher competence ‎and all aspects of instructional quality. Specifically, MCK positively influenced cognitive activation, while both MCK and situation-specific ‎skills impacted on student support. Classroom management was significantly affected only by situation-specific skills. These results under-‎scored the multifaceted nature of teacher competence in driving effective mathematics instruction, informing the development of a Mathemat-‎ics Teachers' Instructional Quality Framework. Future research with a larger sample is recommended to further explore these complex rela-‎tionships‎.