This study aimed to determine the relationship between teachers’ self- assessed content knowledge in mathematics and instructional competence. Descriptive-correlation design was utilized in the study. There were 35 public school elementary teachers, from Santa Cruz North and South District, Sta. Cruz, Davao del Sur, selected as respondents through complete enumeration technique. It utilized two adapted survey questionnaires which captured content knowledge in mathematics and instructional competence among public school teachers. Mean, standard deviation, Pearson Product Moment Correlation, and multiple linear regression analysis were employed as statistical tools for data analysis. The findings revealed that the overall level of self- assessed content knowledge in mathematics was high. This means that content knowledge was oftentimes manifested by teachers. All its components of mathematical concepts, mathematical processes, communication, and connections were also high. Meanwhile, the level of instructional competence was labeled as very high which indicated that competence was always manifested. Correlational results between variables revealed that content knowledge in mathematics and instructional competence were significantly related. An increase in the self-assessed content knowledge in mathematics increases the instructional competence of teachers. Self-assessed content knowledge significantly influenced instructional competence of public school teachers.
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