Instructional practices and pedagogical challenges among secondary mathematics teachers: Implications for instructional enhancement

Mathematics education remains a critical concern globally and locally, particularly in improving instructional quality and addressing persistent learning gaps. However, limited context-specific research exists on how instructional practices relate to the pedagogical challenges faced by secondary mathematics teachers in rural districts. This study employed a descriptive-correlational quantitative design to assess the instructional practices and pedagogical challenges of 40 junior and senior high school mathematics teachers in the Sto. Tomas District, Schools Division of Isabela, during School Year 2025–2026. Findings revealed that teachers consistently demonstrated strong instructional planning and assessment practices, while instructional implementation and use of materials were often practiced. Teachers reported slight but persistent challenges in student engagement, differentiated instruction, curriculum coverage, and technology integration. A strong positive correlation (r = .836, p < .05) was found between instructional practices and pedagogical challenges, indicating that increased instructional sophistication corresponds with heightened pedagogical demands. The study underscores the need for differentiated professional development and strengthened institutional support systems to sustain enhanced mathematics teaching strategies.