Pedagogical Content Knowledge on Primary School Mathematics Teachers Based on Specialization

Abstract

Quality teaching occur when the knowledge presented is well accepted by pupils. Thus, a teacher’s ability to convey knowledge is crucial for the effective teaching and learning process. Pedagogical Content Knowledge (PCK) is the foundation of a teacher's teaching efficacy. Therefore, this study aims to investigate the level of Pedagogical Content Knowledge in primary school mathematics teachers in Kuala Pilah, Negeri Sembilan. This is a quantitative study with a questionnaire as the instrument. The study's findings reveal that the level of Pedagogical Content Knowledge in primary school mathematics teachers in Kuala Pilah is satisfactory. The independent t-test analysis also reveals that there is no significant difference in the level of Pedagogical Content Knowledge among mathematics teachers based on their specialization. This phenomenon could occur due to government resources, lesson study, and mentorship programs that considerably assist mathematics teachers who do not specialize in teaching. This study's findings may assist school administrators to plan and manage issues such as subject distribution as well as the organization of teacher professional development programs.