Readiness of Future Educators: Measuring Knowledge, Skills, And Confidence in Teaching Primary-Level Mathematics

Abstract

This study examined the readiness of future educators in teaching primary-level mathematics, focusing on their mathematical knowledge, instructional skills, and teaching confidence. Using a mixed-methods descriptive design, 97 pre-service teachers enrolled in a Bachelor of Elementary Education program in the Philippines were surveyed. Quantitative data were collected through a self-administered Likert-scale questionnaire, while qualitative insights were obtained from open-ended responses. Descriptive statistics and Principal Component Analysis (PCA) were employed to assess levels of preparedness and identify underlying dimensions of teaching readiness. Results revealed that pre-service teachers generally perceived themselves as competent in mathematical content (M = 4.55) and curriculum familiarity (M = 3.80) but reported moderate confidence in classroom management and lesson delivery (M = 3.46). PCA identified three key components of readiness: Teaching Confidence, Instructional Skills, and Mathematical Knowledge, supporting a tripartite model of teacher preparedness. Thematic analysis highlighted strengths in clarity of instruction, patience, and simplification of concepts, while areas for improvement included classroom management, confidence, technology integration, and application of theory to practice. Participants emphasized the need for institutional support through mentorship, hands-on practicum, and targeted training. Integration of quantitative and qualitative findings indicates that while cognitive and pedagogical readiness is evident, affective and experiential dimensions require reinforcement. The study underscores the importance of content-enriched pedagogy, experiential learning, reflective practice, and digital competence in teacher education programs. Recommendations include enhanced microteaching, structured mentoring, technology integration, and competency-based interventions to foster well-rounded, confident, and effective mathematics educators capable of delivering engaging, learner-centered instruction at the primary level.