THE IMPACT OF EDUCATIONAL BACKGROUND ON PRIMARY MATHEMATICS TEACHERS PEDAGOGICAL CONTENT KNOWLEDGE IN MALAYSIA.

Abstract

This study examines the influence of educational background on teachers’ Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) in the context of primary mathematics education in Malaysia. Using a quantitative approach, survey data were collected 600 from primary school mathematics teachers representing diverse educational qualifications, including certificate, diploma, degree, and postgraduate levels. Descriptive analysis revealed that teachers demonstrated moderate to high levels of CK, PK, and PCK, with PK emerging as the highest-ranked domain, followed by PCK and CK. One-way ANOVA and post hoc analyses indicated that only PK varied significantly across educational backgrounds, with certificate-level teachers reporting higher PK compared to those with diplomas, degrees, or postgraduate qualifications. No significant differences were found for CK or PCK, suggesting that these domains may be shaped more by teaching experience and professional development than by formal qualifications. The findings highlight the importance of embedding practical, pedagogy-focused components within degree and postgraduate programs to strengthen PK, while ongoing professional development is essential to consolidate CK and PCK. This study contributes to teacher education literature by underscoring the differential impact of educational background on knowledge domains and provides implications for teacher training programs, policy, and future research in mathematics education.