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Research Article

Teachers Pedagogical Content Knowledge and their Instructional Management Performance in Mathematics: Basis for Teacher’s Developmental Plan

438 reads
Shiela May Pangan , Eugenio Magno
Psych Educ Multidisc J, 2025, 37 (10), 1044-1054, DOI: https://doi.org/10.70838/pemj.371002, ISSN 2822-4353
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Abstract

This study investigated the intricate relationship between mathematics teachers' Pedagogical Content Knowledge (PCK) and their instructional management practices, utilizing the Classroom Observation Tool (COT) within the Results-Based Performance Management System (RPMS). It provided a comprehensive description of the PCK of junior high school mathematics teachers in Cluster III, Division of Pampanga, focusing on dimensions such as pedagogical knowledge, curriculum knowledge, and content knowledge. The findings revealed strong agreement among respondents regarding PCK indicators, particularly in Content and Curriculum Knowledge, while Pedagogical Knowledge and Knowledge of Context received slightly lower ratings. Teachers were rated outstanding in all key aspects of instructional management, indicating exceptional performance. However, significant differences emerged between teachers' self-assessments and evaluations by their superiors in several areas of PCK. Although no overall significant relationship was found between PCK and instructional management performance, a weak yet statistically significant correlation was identified between Content Knowledge and instructional management. Based on data from 91 teachers, a tailored Teachers' Developmental Plan was formulated to enhance PCK and instructional management skills, addressing specific challenges identified during RPMS observations. Ultimately, this plan aims to empower teachers to improve their effectiveness in conveying mathematical concepts and managing classroom dynamics, thereby enhancing student outcomes.

Keywords mathematics pedagogical content knowledge instructional management performance developmental plan
Authors 2
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The team behind this paper

2 authors, 1 institution.

This paper Bataan Peninsula State University — Philippines Bataan Peninsula State … 2 authors Shiela May Pangan — corresponding author SP Shiela May Pangan ✉ Eugenio Magno EM Eugenio Magno

Readership

438 reads over 19 months.

May 2025 November 2026

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Eugenio Magno 0xFd13f6…FE8549 450,000 (45%)
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Bibliographic Information

Shiela May Pangan, Eugenio Magno, (2025). Teachers Pedagogical Content Knowledge and their Instructional Management Performance in Mathematics: Basis for Teacher’s Developmental Plan, Psychology and Education: A Multidisciplinary Journal, 37(10): 1044-1054
Bibtex Citation
@article{shiela_may_pangan2025pemj,
author = {Shiela May Pangan and Eugenio Magno},
title = {Teachers Pedagogical Content Knowledge and their Instructional Management Performance in Mathematics: Basis for Teacher’s Developmental Plan},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {37},
number = {10},
pages = {1044-1054},
doi = {10.70838/pemj.371002},
url = {https://scimatic.org/show_manuscript/5239}
}
APA Citation
Pangan, S.M., Magno, E., (2025). Teachers Pedagogical Content Knowledge and their Instructional Management Performance in Mathematics: Basis for Teacher’s Developmental Plan. Psychology and Education: A Multidisciplinary Journal, 37(10), 1044-1054. https://doi.org/10.70838/pemj.371002

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