This quantitative correlational study investigated the relationship between mathematics teachers’ content knowledge and pedagogical skills and the learners’ mathematics achievement in secondary schools in Cagdianao District, Dinagat Islands. Participants included 20 secondary mathematics teachers and 326 students from Grades 7 to 11, selected through total enumeration and stratified random sampling, respectively. Data were gathered through validated survey questionnaires measuring teachers’ mathematical content knowledge, pedagogical skills, and students’ self-assessed competencies, alongside students’ final grades in mathematics. Results revealed that teachers generally possessed high content knowledge and pedagogical skills, though technology-related pedagogical skills were only moderately satisfactory. Educational attainment significantly influenced content knowledge and selected pedagogical skills, but no significant correlation was found between teachers’ content knowledge and students’ achievement. Findings underscore the importance of continuous professional development, particularly for teachers without postgraduate qualifications. Recommendations include targeted training, incentives for advanced study, and ongoing assessment of teachers’ mathematical proficiency to enhance student outcomes.
Sajelan et al. (Fri,) studied this question.