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.
Jr. et al. (Sun,) studied this question.
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