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.
