Empirical Analysis of the Relationship Between Teacher Pedagogical Content Knowledge and Curriculum Implementation Quality in Secondary Science Schools in Kano State

Pedagogical content knowledge, the integration of subject matter expertise with knowledge of how to teach that subject effectively, is theorised as the most powerful teacher knowledge variable for curriculum implementation quality, and empirically characterising this relationship in Kano State secondary Science provides important evidence for teacher education policy. This study empirically examined the relationship between teachers' pedagogical content knowledge and curriculum implementation quality in senior secondary school Science subjects in Kano Municipal and Fagge LGAs, Kano State, North West Nigeria. A correlational survey design was employed with 120 Science teachers (Biology, Chemistry, and Physics) completing a validated Pedagogical Content Knowledge for Science Teaching assessment. Curriculum implementation quality was assessed through lesson observation by trained raters using a structured checklist (n = 60 observed lessons). Pearson correlation and multiple regression analyses were applied. PCK scores were significantly positively correlated with curriculum implementation quality ratings (r = 0.68, p < 0.001). Biology teachers showed the highest PCK scores (mean 67.4 out of 100), and PCK explained 46.2 percent of variance in implementation quality after controlling for years of experience. Teachers with postgraduate science qualifications showed significantly higher PCK scores than those with undergraduate qualifications only (p < 0.001). The study fills an important empirical gap and recommends postgraduate Science education programmes, PCK-focused in-service training, and annual PCK assessment as a professional development needs-identification mechanism in Kano State. Keywords: pedagogical content knowledge, curriculum implementation, secondary Science, Kano State, teacher knowledge