This study aims to determine the discriminators of knowledge competence of the pre-service teachers in mathematics. This study was conducted to 219 respondents distributed to the seven (7) campuses of Isabela State University offering Bachelor of Secondary Education Major in Mathematics. Data were gathered using survey questionnaires and a semi-structured interview guide, which was validated by experts. A mixed-method research design incorporating cluster and discriminant analysis was employed to frame the study. Frequencies and percentages were used to describe the demographic profile of the respondents. The mean and standard deviation determined the level of teaching aspirations, teaching efficacy, motivations in teaching, and knowledge competence of the respondents. Based on the findings and results of the study, the outcome is the proposed training design, which presents a structured proposal for enhancing the training program for pre-service mathematics teachers.

The results of the study shows that there are 18 discriminators of knowledge competence in mathematics. The generated discriminant analysis model is:

D = -0.264x1 +0.530x2 +0.920x3 -0.804x4 +0.603x5 +0.577x6 -0.682x7 +0.448x8 +0.783x9 -1.549x10 +0.687x11 +0.567x12 +0.883x13 +0.656x14 +0.709x15 +0.992x16 -0.640×17+ 0.566x18+ C

Keywords: Teaching Aspiration, Teaching Efficacy, Motivations in Teaching. Knowledge Competence

Thesis (Doctor of Philosophy in Science Education - Mathematics)

Includes appendices and bibliographical references