Abstract
This study examined teachers’ competence and its relation to learners’ mathematics performance to inform the development of instructional materials. Focusing on content knowledge, teaching strategies, and assessment of learning, the study also explored differences across age, highest educational attainment, and length of service, as well as the relationship with learners’ performance during the first and second quarters of School Year 2021–2022. Using a descriptive design, all 31 mathematics teachers from District 10, Northern Negros Occidental, participated. Data were collected through a validated researcher-made questionnaire (Cronbach’s α = 0.814) and learners’ progress reports. Results showed high teacher competence in content knowledge (M = 3.93), teaching strategies (M = 3.80), and assessment of learning (M = 4.04). Assessment of learning varied significantly by Educational Attainment (p = 0.001), while other competencies showed no demographic differences. Learners’ mathematics performance was very satisfactory (overall M = 86.96), and correlation analysis indicated a positive but non-significant relationship between teacher competence and learners’ performance (r = 0.081, p = 0.664). The findings underscore the need for targeted instructional materials to further enhance teaching effectiveness and mathematics achievement.
Keywords: Teacher competence, content knowledge, teaching strategies, assessment of learning, mathematics performance, instructional materials