Abstract
The aim of this study was to determine the competencies of K–12 mathematics teachers and their relationship to junior high school students' academic performance in mathematics. It uses a descriptive type of research design. The study utilized a survey questionnaire and document analysis to collect data from mathematics teachers and their students in five public schools. The collected data were analyzed using descriptive statistics, t-tests, and correlation analysis. The findings of the study revealed that the competency level of mathematics teachers in terms of dedication to teaching, knowledge of the subject matter, classroom organization and management, instructional organization and implementation, and profile characteristics of teachers like civil status and highest training attended significantly affected the mathematics performance of students. Additionally, civil status significantly impacted teachers’ competency level. There was no significant difference in teachers' IPCRF performance when grouped according to their profile characteristics. Moreover, there was no significant relationship between teachers' IPCRF ratings and students' mathematics performance. Based on the results, the study suggests a training plan for K–12 mathematics teachers, which includes identifying the competencies that need improvement, providing in-service training, and offering technical assistance to improve teaching competence and instructional implementation. Furthermore, parents can utilize the findings to identify their children's weaknesses and provide them with motivation to improve their academic performance.
