The Impact of Teachers’ Pedagogical Content Knowledge and Students’ Self-concept on Mathematics Interest among Junior High School Students

Abstract

Mathematics classrooms hold great potential to develop analytical thinking and problem-solving skills. However, many Filipino students remain disengaged from the subject due to low confidence and lack of sustained interest. This study examined the influence of teachers’ pedagogical content knowledge (PCK)—the integration of strong subject mastery with student-centered teaching strategies—and students’ math self-concept on their interest in mathematics. Employing a descriptive-correlational design, the study surveyed 372 Grade 7 to 10 students from the Division of Mati City using rigorously validated 5-point Likert scale questionnaires. These measured three domains of math self-concept (competence, affection, and peer comparison), five dimensions of math interest (teacher qualities, instructional strategies, math anxiety, classroom attitudes, and environment), and four components of perceived teacher PCK (subject matter knowledge, instructional goals, concepts, and knowledge of student understanding). Results revealed that students had a moderate math self-concept, with the highest in positive feelings and lowest in peer comparison. Their interest in math was high, especially regarding teacher qualities and strategies. Perceived teacher PCK was rated very high. Significant correlations emerged between self-concept and interest, and between PCK and both variables. Findings highlight that while confidence is important, high-quality instruction from knowledgeable, responsive teachers plays a greater role in sustaining interest. The study recommends targeted professional development to strengthen teachers’ subject expertise and student-centered practices that build confidence, reduce anxiety, and create engaging, supportive classrooms.