Content Knowledge and Pedagogical Skills of Teachers: Its Influence on Pupils' Numeracy and Literacy Skills

Jesus San Aboga Espeso; Onward Osorio Ognita

doi:10.36948/ijfmr.2026.v08i03.80058

Content Knowledge and Pedagogical Skills of Teachers: Its Influence on Pupils' Numeracy and Literacy Skills

Author(s)	Mr. Jesus San Aboga Espeso, Dr. Onward Osorio Ognita
Country	Philippines
Abstract	This study examined the influence of teachers’ content knowledge and pedagogical skills on pupils’ numeracy and literacy skills in selected public elementary schools in Naga South District, Division of Naga City, for School Year 2024–2025. Specifically, it assessed the level of teachers’ content knowledge particularly in terms of application within and across curriculum areas, research-based knowledge and principles, and Information and Communication Technology (ICT) integration. The study also determined the level of teachers’ pedagogical skills focusing on strategies for promoting literacy and numeracy, strategies for developing higher-order thinking skills, and classroom communication strategies. Furthermore, the study determined the level of pupils’ numeracy skills and literacy skills. It established whether there is a significant relationship between teachers’ content knowledge and pupils’ numeracy and literacy skills, and between teachers’ pedagogical skills and pupils’ numeracy and literacy skills. It also determined the extent to which teachers’ content knowledge and pedagogical skills influence pupils’ numeracy and literacy performance. Lastly, the study proposed a professional development program aimed at strengthening teachers’ content knowledge and pedagogical skills to improve pupils’ numeracy and literacy outcomes. There were 407 respondents selected through total enumeration for teacher-respondents, while random sampling technique for pupils. A descriptive-correlational research design was employed, using Mean, Weighted Mean, Pearson Product-Moment Correlation Coefficient, and Coefficient of Determination for data analysis. Major conclusions were: teachers demonstrated high to very high levels of content knowledge and pedagogical skills; pupils’ numeracy skills were at an emerging or low proficient level, while their literacy skills were generally at grade level; teachers’ content knowledge was significantly related to pupils’ numeracy and literacy skills, while pedagogical skills showed mixed relationships; and teachers’ content knowledge and pedagogical skills had a generally low to very low influence on pupils’ numeracy and literacy skills.
Keywords	Content Knowledge, Pedagogical Skills, Numeracy Skills, Literacy Skills, Professional Development Program
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-02
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.80058

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Content Knowledge and Pedagogical Skills of Teachers: Its Influence on Pupils' Numeracy and Literacy Skills

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