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

  • Authors

    • Jose A. Catador Jr.‎ Kapayapaan Integrated School, Division of Calamba City
    • Realiza M. Mame Batangas State University-The National Engineering University https://orcid.org/0009-0001-9561-3154
    https://doi.org/10.14419/h5jty683

    Received date: October 28, 2025

    Accepted date: December 1, 2025

    Published date: December 7, 2025

  • Mathematics Competence; Instructional Quality; Senior High School Teachers; Framework

  • Abstract

    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.

  • References

    1. OECD, PISA 2018 Results (Volume I): What students know and can do (Summary). Paris: OECD Publishing, (2019), https://doi.org/10.1787/5f07c754-en.
    2. OECD, PISA 2022 Results (Volume I): The State of Learning and Equity in Education. PISA, OECD Publishing, Paris, (2023), https://doi.org/10.1787/53f23881-en.
    3. OECD, PISA 2022 Results (Volume II): Learning During – and from – Disruptions. PISA, OECD Publishing, Paris, (2023), https://doi.org/10.1787/a97db61c-en.
    4. Department of Education (DepEd), DM No. 082, Series 2024 Release of the Results of National Assessments Conducted in School Year 2022-2023, (2024), https://bit.ly/42tTPJS
    5. World Bank, The learning crisis: Being in school is not the same as learning, (2019), https://www.worldbank.org/en/news/immersive-story/2019/01/22/pass-or-fail-how-can-the-world-do-its-homework.
    6. Department of Education (DepEd), DepEd Order No. 011, Series 2019. Implementation of the NEAP Transformation, (2019), https://www.deped.gov.ph/wp-content/uploads/DO_s2019_011.pdf.
    7. Brillantes, K. D. B., Orbeta, A. C., Francisco-Abrigo, K. A., Capones, E. M., & Jovellanos, J. B. B., “Status of senior high school implementation: A process evaluation”, Philippine Institute for Development Studies, No. 2019-13, (2019), https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1913.pdf. https://doi.org/10.62986/dp2019.13.
    8. Chua, V. C. G., “Assessment of the Mathematics Curriculum in the Senior High School (SHS) Modelling Program”, Research Gate, (2015).
    9. Blömeke, S., Gustafsson, J. & Shavelson, R. “Beyond dichotomies: competence viewed as a continuum” Zeitschrift für Psychologie, Volume 223, No. 1, (2015a), pp: 3-13, https://doi.org/10.1027/2151-2604/a000194.
    10. Alp Christ, A., Capon-Sieber, V., Köhler, C., Klieme, E. & Praetorius, A., “Revisiting the Three Basic Dimensions model: A critical empirical inves-tigation of the indirect effects between perceived teaching quality and student outcomes”, Frontline Learning Research, Volume 12, No. 1, (2024), pp: 66-102, https://doi.org/10.14786/flr.v12i1.1349.
    11. Brown, J. & Kurzweil, M., “Instructional quality, student outcomes, and institutional finances”, American Council on Education, (2017), pp: 1-36. Instructional-Quality-Student-Outcomes-and-Institutional-Finances.pdf
    12. Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G., “Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes”, Learning and Instruction, Volume 29, (2014), pp: 1–9, https://doi.org/10.1016/j.learninstruc.2013.07.001.
    13. Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S. & Neubrand, M., “Cognitive activation in the mathematics classroom and professional competence of teachers”, Mathematics Teacher Education, Volume 8, (2013), pp: 79-96.
    14. König, J., Blömeke, S. & Kaiser, G., “Early career mathematics teachers’ general pedagogical knowledge and skills: Do teacher education, teaching experience, and working conditions make a difference?” International Journal of Science and Mathematics Education, Volume 13, (2015), pp: 331–350, https://doi.org/10.1007/s10763-015-9618-5.
    15. Blömeke, S. & Kaiser, G., “Understanding the development of teachers’ professional competencies as personally, situationally and socially deter-mined”. In J. D. Clandinin & J. Husu (Eds.), International Handbook of Research on Teacher Education, (2017), pp: 783–802, https://doi.org/10.4135/9781526402042.n45.
    16. Yang, X. & Kaiser, G., “The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes”, Current Opinion in Behavioral Sciences, Volume 48, (2022), pp:101225, https://doi.org/10.1016/j.cobeha.2022.101225.
    17. Horzum, T. & Duran, A.A., “An examination of the cognitive demand levels reflected by mathematics tasks in the middle grades mathematics textbooks”, International Journal of Educational Spectrum, Volume 6, No. 2, (2024), pp: 294-321, https://doi.org/10.47806/ijesacademic.1522050.
    18. Agterberg, D. A., Oostdam, R. J. & Janssen, F., “From speck to story: relating history of mathematics to the cognitive demand level of tasks”, Edu-cational Studies in Mathematics, Volume 110, (2022), pp: 49–64, https://doi.org/10.1007/s10649-021-10093-6.
    19. Incikabi, S., Sadak, M., & Incikabi, L., “Identifying mathematical literacy demands in Turkish, Singaporean and Australian textbooks”, Acta Edu-cationis Generalis, Volume 13, No. 1, (2023), pp: 147-169, https://doi.org/10.2478/atd-2023-0008.
    20. Fukaya, T., Fukuda, M., & Suzuki, M., “Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers”, Frontiers in Education, Volume 8, (2024), pp: 1276439, https://doi.org/10.3389/feduc.2023.1276439.
    21. Kelcey, B., Hill, C. & Chin, M., “Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis”, School Effectiveness and School Improvement, Volume 30, No. 4, (2019), pp: 398-431, https://doi.org/10.1080/09243453.2019.1570944.
    22. König, J., Blömeke, S., Jentsch, A., Schlesinger, L., née Nehls, C. F., Musekamp, F. & Kaiser, G., “The links between pedagogical competence, in-structional quality, and mathematics achievement in the lower secondary classroom”, Educational Studies in Mathematics, Volume 107, (2021), pp: 189–212, https://doi.org/10.1007/s10649-020-10021-0.
    23. Blömeke, S., Jentsch, A., Ross, N., Kaiser, G. & König, J., “Opening up the black box: teacher competence, instructional quality, and students’ learning progress”, Learning and Instruction, Volume 79, No. 1, (2022), pp: 101600, https://doi.org/10.1016/j.learninstruc.2022.101600.
    24. Hine, G. S., “Strengthening pre-service teachers’ mathematical content knowledge”, Journal of University Teaching & Learning Practice, Volume 12, No. 4, (2015), https://doi.org/10.53761/1.12.4.5.
    25. Baumert, J. & Kunter, M., “The effect of content knowledge and pedagogical content knowledge on instructional quality and student achieve-ment”, In book: Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, (2013), pp: 175-205, https://bit.ly/49OXXtd. https://doi.org/10.1007/978-1-4614-5149-5_9.
    26. Baki, M., & Arslan, S., “Effects of mathematics content knowledge on mathematics pedagogical content knowledge”, Journal of Teacher Educa-tion and Educators, Volume 6, No. 1, (2017), pp: 53-68, https://files.eric.ed.gov/fulltext/EJ1214990.pdf.
    27. Galimova, E., Zakharishcheva, M., Kolomoets, E, Chistyakov, A., Prokopyev, A., Beloborodova, A. & Ilaeva, R., “A review of research on peda-gogical content knowledge in science and mathematics education in the last five years”, Eurasia Journal of Mathematics, Science and Technology Education, Volume 19, No. 2, (2023), em2223, https://doi.org/10.29333/ejmste/12837.
    28. Santagata, R. & Yeh, C., “The role of perception, interpretation, and decision-making in the development of Beginning teachers’ competence”, The International Journal on Mathematics Education, Volume 48, No. 1, (2016), pp: 153–165, https://doi.org/10.1007/s11858-015-0737-9.
    29. Saba, R. & Johnson, A., “Building Belonging: Five Recommendations”, National Council of Teachers of Mathematics, Volume 118, No. 10, (2025), pp: 760-768, https://doi.org/10.5951/MTLT.2024.0326.
    30. Stahnke, R., “Teachers’ situation-specific skills with a particular focus on classroom management - Evidence from a systematic review and novice-expert studies”, Teaching and Teacher Education, Volume 98, (2021), https://doi.org/10.1016/j.tate.2020.103243.
    31. Creswell, J.W. and Creswell, J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Sage, (2018), pp: 3-5.
    32. Praetorius, A., Klieme, E., Herbert, B. & Pinger, P., “Generic dimensions of teaching quality: the German framework of Three Basic Dimensions”, International Journal on Mathematics Education, Volume 50, No. 3, (2018), pp: 407-426, https://doi.org/10.1007/s11858-018-0918-4.
    33. SEI-DOST & MATHTED. (2011). Framework for Philippine Mathematics Teacher Education, Manila: SEI-DOST & MATHTED, https://rb.gy/nc9xyr.
    34. Schmeisser, C., Krauss, S., Bruckmaier, G., Ufer, S., Blum, W., “Transmissive and Constructivist Beliefs of in-Service Mathematics Teachers and of Beginning University Students”, Proficiency and Beliefs in Learning and Teaching Mathematics. Mathematics Teaching and Learning, (2013), pp: 51-67, https://doi.org/10.1007/978-94-6209-299-0_5.
    35. Nissen, A., “Cognitive Activation as an Aspect of Literature Instruction”, Educational Studies in Language and Literature, Volume 23, (2023), pp: 1-20, https://doi.org/10.21248/l1esll.2023.23.1.447.
    36. Livy, S., Sullivan, P. & Muir, T., “Challenging tasks lead to productive struggle!” Australian Journal of Primary Health, Volume 23, No. 1, (2018), pp: 14-19, https://api.semanticscholar.org/CorpusID:187559803.
    37. Gan, Z., An, Z., & Liu, F., “Teacher feedback practices, student feedback motivation, and feedback behavior: How are they associated with learn-ing outcomes?” Frontiers in Psychology, Volume 12, (2021), pp: 1-14, https://doi.org/10.3389/fpsyg.2021.697045.
    38. Padillo, G., Manguilimotan, R. & Capuno, R., “Professional development activities and teacher performance”, International Journal of Education and Practice, Volume 9, No. 3, (2021), pp: 497-506, https://doi.org/10.18488/journal.61.2021.93.497.506.
    39. Gage, N., Lee, A., Grasley-Boy, N. & George, H., “The impact of school-wide positive behavior interventions and supports on school suspensions: A statewide quasi-experimental analysis”, Journal of Positive Behavior Interventions, Volume 20, No. 4, (2018), pp: 217-226, https://doi.org/10.1177/1098300718768204.
    40. Aji, C. A., & Khan, M. J., “The Impact of Active Learning on Students’ Academic Performance”, Open Journal of Social Sciences, Volume 7, No. 3, (2019), pp: 204-211, https://doi.org/10.4236/jss.2019.73017.
    41. Ozudogru, M. & Ozudogru, F., “Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables”, Contemporary Educational Technology, Volume 10, No. 1, (2019), pp: 1-24, https://doi.org/10.30935/cet.512515.
    42. SEI-DOST & MATHTED. (2011). Framework for Philippine Mathematics Teacher Education. Manila: SEI-DOST & MATHTED. https://rb.gy/nc9xyr.
    43. Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E. & Kunter, M., “The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality”, Teaching and Teacher Education, Volume 86, (2019), pp: 102882, https://doi.org/10.1016/j.tate.2019.102882.
    44. Fukaya, T., Fukuda, M., & Suzuki, M., “Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers”, Frontiers in Education, Volume 8, (2024), pp: 1276439, https://doi.org/10.3389/feduc.2023.1276439.
    45. Kelcey, B., Hill, C. & Chin, M., “Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis”, School Effectiveness and School Improvement, Volume 30, No. 4, (2019), pp: 398-431, https://doi.org/10.1080/09243453.2019.1570944.
    46. Bauer, M., Traub, S. & Kunina-Habenicht, O., “The growth of knowledge and self-perceived competence during long-term internships: comparing preparatory versus accompanying seminars in teacher education programs”, Frontiers in Education, Volume 9, (2024), pp: 1194982, https://doi.org/10.3389/feduc.2024.1194982.
    47. Jacob, F., John, S. & Gwany, D. M., “Teachers’ pedagogical content knowledge and students’ academic achievement: a theoretical over-view”, Journal of Global Research in Education and Social Science, Volume 14, No. 2, (2020), pp: 14–44, https://ikprress.org/index.php/JOGRESS/article/view/5405.
    48. Suglo, E., Bornaa, C., Iddrisu, A., Adams, F., Asiedu, L., “Teacher's pedagogical content knowledge and students' academic performance in circle theorem”, Journal of Education and Teaching Methods, Volume 2, No. 3, (2023), pp: 29-41, https://doi.org/10.58425/jetm.v2i3.195.
    49. Guerriero, S., Pedagogical Knowledge and the Changing Nature of the Teaching Profession, Educational Research and Innovation, OECD Publish-ing, Paris, (2017), pp: 260-264, https://doi.org/10.1787/9789264270695-en.
    50. Widodo, A., “Teacher pedagogical content knowledge (PCK) and student’s reasoning and wellbeing”, Journal of Physics: Conference Series Vol-ume 812, No. 1, (2017), pp: 012119, https://doi.org/10.1088/1742-6596/812/1/012119.
    51. Gess‐Newsome, Julie, “Pedagogical content knowledge: An introduction and orientation”, Examining pedagogical content knowledge: PCK and science education, Volume 6, (2013), pp: 3-17, https://doi.org/10.1007/0-306-47217-1_1.
    52. Odumosu, M. & Areelu, F., “Teachers’ content and pedagogical knowledge on students’ achievement in algebra”, International Journal of Educa-tion and Research, Volume 6, No. 3, (2018), pp: 83-94, https://api.semanticscholar.org/CorpusID:198988378.
    53. Ulferts, H., The relevance of general pedagogical knowledge for successful teaching: Systematic review and meta-analysis of the international evi-dence from primary to tertiary education. OECD Education Working Papers, No. 212, OECD Publishing, Paris, (2019), https://doi.org/10.1787/ede8feb6-en.
    54. Soslau, E., Kotch-Jester, S., Scantlebury, K. & Gleason, S., “Coteachers’ huddles: Developing adaptive teaching expertise during student teaching”, Teaching and Teacher Education, Volume 73, (2018), pp: 99-108, https://doi.org/10.1016/j.tate.2018.03.016.
    55. Stahnke, R. & Blömeke, S., “Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, inter-pret and suggest?”, Teaching and Teacher Education, Volume 98, (2020), https://doi.org/10.1016/j.tate.2020.103243.
    56. Sari, S., Rahmatina, F., Sundari, P. & Aulia, F., “The importance of e-books in improving students’ skills in physics learning in the 21st century: A literature review”, Journal of Physics Conference Series, Volume 2309, No. 1, (2022), available online: https://doi.org/10.1088/1742-6596/2309/1/012061.
    57. Cheng, H. F., Leung, K. S., Leung, K. C., Ma, C. H., Man, Y. K., Ng, T. K., & Yuen, M., “Identifying mathematics teachers’ competency to look at elementary mathematics from an advanced standpoint: A pilot study”, Frontiers in Education, Volume 9, (2024), pp:1-12, https://doi.org/10.3389/feduc.2024.1222510.
    58. Adams, Dexter O., “A correlational study of teacher quality and student achievement in 4th grade English language arts classes”, ETD Collection for Tennessee State University, (2021), https://digitalscholarship.tnstate.edu/dissertations/AAI28776286.
    59. Allen, Lori D., “A study of the relationships between teacher support behaviors, teacher effectiveness, and student achievement among fifth-grade students”, Southeastern University Fire Scholars, Volume 41, (2018), https://firescholars.seu.edu/coe/41.
    60. Kraft, M., Blazar, D. & Hogan, D., “The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence”, Re-view of Educational Research, Volume 88, No. 4, (2018), pp: 547-588, https://doi.org/10.3102/0034654318759268.

  • Downloads

  • How to Cite

    Jr.‎, J. A. C., & Mame, R. M. . . (2025). Mathematics Teachers’ Competence and Instructional Quality ‎in Senior High Schools in The Province of Laguna. International Journal of Basic and Applied Sciences, 14(8), 154-166. https://doi.org/10.14419/h5jty683