This research aimed to investigate the "effect of mathematics teachers' pedagogical beliefs and competencies on students' achievement at the secondary school level". In Pakistan, secondary education indicated a low completion rate and a low achievement rate in mathematics. Researchers have found the relationship between students' achievement and teachers' beliefs and competencies in many developing and developed countries. Therefore, the researcher conducted this study in the scenario of Pakistan, where mathematics students obtain low scores, and the completion rate in secondary school exams is low. The researcher measured mathematics teachers' pedagogical beliefs and competencies through self-constructed questionnaires. The researcher used a “six beliefs factors” questionnaire to measure a rigorous literature review of pedagogical beliefs. A self-developed questionnaire based on "national professional standards for teachers in Pakistan” was the benchmark to measure competencies. The researcher considered the average percentage of the bise annual result 2020 of sample schools’10th classes for the student's achievement. The researcher delimited the study to high and higher secondary school teachers in Punjab, and a sample was drawn from this population using a stratified sampling technique. The researcher and her batch colleagues took the questionnaire responses personally and electronically from selected teachers. The demographic data also revealed the teachers' level of experience, qualification, age, locale, and gender; the results revealed a positive correlation between teachers' pedagogical beliefs, teaching competencies, and student achievement. Teachers having high beliefs and pedagogical competencies affect students' achievement in mathematics. The researcher recommended that training is essential to change teachers' pedagogical beliefs according to the needs of 21st -century students.
Keywords: Mathematics Teachers, Pedagogy, Pedagogical Beliefs, Student's achievement, Secondary school