DENNIS M. ADRALES and GERALDYN M. ADRALES
Faculty Member, College of Education/Department of Education
Nueva Ecija University of Science and Technology – San Isidro Campus
The study investigated the self-perceived pedagogical content knowledge, personal attributes, and attitudes of Mathematics teachers toward teaching Mathematics. Most of the respondents were between 33-42 years old and females; married; have only their bachelor’s degree and do not pursue graduate studies; with between 6 – 10 years in service and are all licensed professional teachers; experienced to handle one year level only and teach Mathematics subject. They believed that they have the right attitude and sufficient pedagogical content knowledge which they apply in teaching.
There was a significant relationship between the self–perceived attitudes of Mathematics teacher-respondents and their content knowledge, pedagogical knowledge, and pedagogical content knowledge. There was also a significant influence of teachers’ attitudes toward teaching Mathematics on their content, pedagogical and pedagogical content knowledge.
This study suggested that regardless of the profile of a teacher, one can be as effective and efficient with the help of positive and right attitudes. Attitudes and pedagogical content knowledge are quite related to each other since if a teacher posted a positive attitude towards teaching, he/she is likely to develop his or her pedagogical content knowledge in teaching Mathematics subjects or the other way around. Also, attitudes like self-confidence, success, comfort, motivation, and value influence and affect the pedagogical content knowledge of Mathematics teacher–respondents.
content knowledge (CK); pedagogical knowledge (PK); pedagogical content knowledge (PCK); attitude; enjoyment; anxiety; motivation; self-confidence; success; value