TEACHER COMPETENCY IN RELATION TO OTHER TEACHER COMPETENCIES IN TEACHING GEOMETRY D. Mamiala, A. Mji, S. Simelane-Mnisi Tshwane University of Technology (SOUTH AFRICA) Abstract Geometry is regarded as more complex even though it appears less abstract than the rest of mathematics to teach and learn. The main aims of geometry are the development of thinking abilities of spatial intuition about the world, knowledge necessary to study more mathematics as well as the ability to interpret mathematical arguments. Research highlights the direct relationship between teachers’ competency in teaching geometry and quality of education. It is also argued that this relationship has more weight than any factor that impacts on education. Therefore, it is essential that professional learning as an important factor in teacher competency be given more attention if the quality of education is to be improved and achieved. In this regard, teacher competency is viewed as a pivotal link needed to ensure meaningful and sustainable change in high school mathematics teachers. This implies that teacher competency is the cornerstone for effective implementation of the teaching-learning plan that results in desirable teaching for learning outcomes. The purpose of this study was to investigate teacher’s competency in relation to other teacher competencies in teaching geometry in high school, Further Education and Training phase. In collecting data, constructs of Geometry Teacher Self-Efficacy questionnaire were used which include teacher competency relative to others. Quantitative data was analysed using SPSS. Participants were 81 high school teachers in South Africa, Mpumalanga and North West Provinces. About 61.7% of the teachers were men. Teachers ages range from 25 to 58 years (M= 43.0, SD= 7.78%). In terms of internal consistency, teacher competency relative to other teachers was .70. The result shows that 87.7% of the teachers revealed that they were able to adjust the approach when students experienced difficulties understanding geometry concepts. Approximately, 85.1% of the teachers indicated that compared to other teachers in their school, they felt that they were very effective teacher in teaching geometry. It is recommended that high school geometry teachers be exposed to professional development that focuses on content knowledge and pedagogical content knowledge as a way to enhance their competency perceptions in geometry teaching. Keywords: Geometry, Teacher competency, relationship, high school. 1 INTRODUCTION Competencies may be described as a concept that has evolved with time and it is subject to multiple features [1; 2]. Furthermore, studies have highlighted that a teacher who may be successful within the profession is the one who demonstrates creativity and passion. [3] when it comes to students in a classroom situation. Enthusiasm, creativity, communication skill and caring attitudes towards the students are viewed as critical competencies of a teacher [3]. Competence entailed is the set of knowledge, skill and experiences necessary for future, which manifests in activities” [4]. [5] on the other hand, The studies elaborate on teachers’ competencies under three main areas as field competencies, pedagogical competencies and cultural competencies [2]. as you will note, there are several dimensions that are used to come up with these three broad main areas. Teachers’ competency relative to other mathematics teachers is the comparison of teachers with their peers [6]. The significant findings in this aspect is how the teachers view themselves as better as compared to other teachers. mathematical disposition and self-efficacy for teaching mathematics are viewed as critical aspects that contributed to teachers’ beliefs and impact on practices in teaching and learning [7; 8]. In this case, it was indicated that mathematical disposition may be viewed as a predictor of self-efficacy for teaching mathematics. Therefore, mathematical disposition and self-efficacy for teaching mathematics, in turn, were influenced by the teachers’ prior mathematics teachers [7]. The study considers self-efficacy for teaching mathematics as consisting of two parts that include general teaching efficacy which focuses on outcome expectations as well as teacher personal teaching efficacy which is the efficacy expectations [8]. In this study, it was critical to identify the teacher challenges with teaching geometry. The challenges relating to the lack of Pedagogical Content Knowledge, years of experience, degree level, certification Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 5421