SELF-EFFICACY, PEDAGOGICAL CONTENT
KNOWLEDGE, AND THE PERFORMANCE
OF MATHEMATICS TEACHERS OF HIGHER
EDUCATION INSTITUTIONS IN
REGION III
A DISSERTATION TITLE
PROPOSAL PREPARED BY
JEANETTE L. EBAL MARCH 2024
INTRODUCTION
•Teaching math is a crucial undertaking, especially
in colleges and universities in Region 3. But what
makes a math teacher outstanding at their job? Well,
two things seem pretty important: how confident
they feel about teaching (that's called self-efficacy)
and how much they know about their subject along
with their ability to teach it to others (that's called
pedagogical content knowledge or PCK). This study
explores how these two things, namely– self-
confidence and teaching know-how – affect the
efficiency of math teachers in Region 3.
INTRODUCTION
•Why are we doing this study? Because
understanding the aspects that influence math
teachers’ efficacy can help make teaching better.
Things might be a bit different in Region 3, but it
remains important to know what helps math
teachers do their best. By digging into these ideas,
we hope to find ways to support math teachers,
improve how math is taught, and make sure that
students in Region 3 get the best math education
possible.
PARTICIPANT
S
•A total of one hundred (100)
respondents shall be used in this study.
Specifically, seven respondents will be
considered from each of the 14 HEIs at
Region III. Purposive selection shall be
used in building up the sample population
OBJECTIVES
The objective of this study shall
determine the present status and
level of the pedagogical content
knowledge, self-efficacy and
performance of mathematics teachers
teaching at selected state universities
and colleges in Region III.
Specifically, this study shall answer
the following questions:
OBJECTIVES
1.What is the profile of
mathematics teachers when grouped
according to:
a) Age;
b) Gender/Sex;
c) Rank;
d) Field of Specialization;
e) Years of Teaching Experience;
f) Highest Educational Attainment;
and
g) Number of mathematics
OBJECTIVE
S2.What level of pedagogical content
knowledge do the Mathematics
teacher/professors have?
3.What level of self-efficacy do
the Mathematics teacher/professors have?
4.What is the level of performance of
Mathematics teacher/professors as reflected in
their Individual Performance Commitment and
Review Form?
5.Is there a relationship between the profile
variables and the level of teachers’ performance?
OBJECTIVES
6.Is there a relationship between
pedagogical content knowledge and
the level of teachers’ performance?
7.Is there a relationship between self-
efficacy and the level of teachers’
performance?
SELF-EFFICACY, PEDAGOGICAL
CONTENT KNOWLEDGE, AND THE
PERFORMANCE OF MATHEMATICS
TEACHERS TEACHING AT SELECTED
STATE UNIVERSITIES AND COLLEGES IN
REGION III
A DISSERTATION TITLE
PROPOSAL PREPARED BY
JEANETTE L. EBAL JANUARY 2024
THANK
YOU
