The Relationships between Teacher's Pedagogical Content Knowledge, Teaching Styles and Efficacies among Primary School Mathematics Teachers

Abstract

This survey study aims to identify the relationship between teacher's pedagogical content knowledge (PCK), teaching styles and efficacies among primary school mathematics teachers in Larut Matang and Selama, Perak, Malaysia. Three types of questionnaires and one test were used for data collection. The sample consisted of 208 teachers, was selected using a stratified random sampling technique. Data were analyzed using Pearson correlation and multiple regression. Correlation analysis showed a weak positive relationship between teachers' PCK level and Fractional conceptual knowledge level. Multiple regression analysis result showed a significant relationship between teachers' teaching styles and PCK levels towards teacher's efficacies. As implication, this study's results can be used as a guide in planning activities involving teachers' professional, so that the quality standard of mathematics teachers can be improved and the effectiveness of teaching can be achieved.