Teachers' Pedagogical Content Knowledge and Students’ Achievement: A Correlational study at the Elementary level
Keywords:
Pedagogical Knowledge, Academic Achievement, Teacher Gender Differences, Student Gender DifferencesAbstract
This quantitative study explored elementary school teachers’ pedagogical knowledge and effects on grade 8 students’ achievement. A teacher sample (N=100) rated competencies across inquiry-focused teaching, conceptual building, interaction practices, and peer collaboration promotion. A student sample (N=120) self-reported academic abilities, intrinsic motivation, help-seeking, and accountability. Findings reveal teachers highly endorse learner-centric strategies, although peer interaction promotion is less common. Meanwhile, significant gender disparities in self-perceived expertise emerge, favouring female over male educators across all facets measured. Additionally, teachers’ knowledge positively—and significantly—correlates with student achievement overall and for both genders, highlighting the importance of professional enrichment. However, female students demonstrate greater confidence, drive, utilization of academic support, and ownership over learning than male counterparts. Recommendations include ongoing teacher training, targeted competency building for male students and teachers, leveraging gender peer collaboration similarities, and holistic female support amid widening divides. Sustaining instructional quality through empowering, equitable practices that nurture disadvantaged and gifted learners can spur systemic improvements. Ultimately, findings confirm the interrelations between teachers' multifaceted knowledge and student success.
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