Pedagogical Content Knowledge and MATATAG Curriculum Implementation as Causes of Teaching Competence in Science: A Multiple Linear Regression Analysis

AUTHOR(S)

JESSA B. BANGCAS ROGAR R. GARCIA, EdD

ABSTRACT

——Low teaching competence in science remains a pressing concern. This study determined the extent to which pedagogical content knowledge and the MATATAG Curriculum in science influence teaching competence. A diagnostic research design was employed. A total of 201 participants, selected through stratified random sampling, were analyzed using multiple linear regression. The results revealed that only MATATAG Curriculum implementation significantly influences teaching competence, while the combined effect of both variables is weak. These findings support the Social Cognitive Theory, which emphasizes the interaction of personal, behavioral, and environmental factors. Future studies should explore additional variables through qualitative approaches to account for the remaining 87% of the variance in teaching competence. Furthermore, educational leaders are encouraged to strengthen MATATAG Curriculum implementation and reallocate resources toward curriculum-focused initiatives rather than solely on pedagogical content knowledge–related activities to enhance science teaching competence. Keywords: Pedagogical content knowledge, MATATAG curriculum implementation, causes of teaching competence in science, multiple linear regression analysis