The study was based on quantitative assumptions, and investigation was done to check the impact of mathematics teachers’ self-efficacy beliefs (MTSEB) and their professional development (PD) in teaching mathematics in inclusive settings. The theoretical foundation of the study was based on self-efficacy beliefs and the concept of system thinking. A purposive sampling technique was used to select all senior high schools practising inclusive education and mathematics teachers teaching in those inclusive settings. The sample used for the study was all 95 mathematics teachers found in all the inclusive settings. The study concluded that MESEB and PD have enhanced the 14 instructional delivery of mathematics and assisted families to help their children do well inmathematics. It was also found that the most difficult parts of teaching in an inclusive setting were not being able to help students understand pictures and diagrams during mathematics lessons and not having enough resources to help students learn. On issues related to teachers managing students in an inclusive setting, it was concluded that the PD of teachers helps them gradually shape students until they can perform the expected behaviour before they are reinforced. However, it was recommended that institutions in charge of issuing certificates for teachers should ensure that the training and development of teachers are done intensively through presentations or practicums to build teachers’ self-efficacy for good instructional delivery. Again, the Ministry of Education needs to concentrate on creating more inclusive educational institutions and giving them the tools, they require so that instructors can effectively instruct pupils. The researchers recommend that the inclusive education environment should have a well-established classroom management plan or guideline within which the instructor must function. The national rules should be modified to include a classroom management guideline that is adapted to the unique needs of the students in each inclusive educational environment. During their practicum, teachers should learn about this classroom management rule, which will help them do their jobs in the classroom.
The process of teaching and learning must include assessment. Teachers' assessment approaches are influenced by how they view mathematics evaluation. This study set out to discover how Ghanaian elementary school teachers felt about mathematics assessment. A descriptive survey research approach was used because the study wanted to learn more about the perceptions, attitudes, beliefs, and other characteristics of the sample as a whole. Sixty-three (63) elementary school teachers were selected as a sample. According to the study, teachers generally had positive perceptions about what should be assessed, how it should be assessed, and the feedback to give to students, despite the fact that their perceptions about mathematics assessment generally do not align with the current thinking on assessment (socio-constructivist view). However, teachers had favorable opinions about what should be examined, how it should be assessed, and how to provide feedback to pupils. Future researchers are advised to use observation to learn more about the real assessment methods used by mathematics teachers. This will make it easier to offer the teachers specialized support to enhance their classroom activities, including assessment.
The study imperatively ascertains the impact of Professional Development (PD) of mathematics teachers in their classroom delivery in Kwabre East Municipality (KEM). The study was embedded with positivist philosophical assumptions concerning how knowledge was gained and constructed. A descriptive survey was adopted and the census sampling technique was used to sample all the Junior High School (JHS) mathematics teachers. The sample selected was made up of 221 mathematics teachers. It was concluded that PD for mathematics teachers enhanced their mode of delivery, which improved their students’ understanding of mathematics. The study also suggests that teachers’ development of rudimentary skills and knowledge for classroom management was based on their own beliefs as well as professional beliefs and practices. The factors that contribute to low performance after PD are high and depend on the lack or unavailability of training materials for teachers to use after training and inadequate teaching and learning materials or resources to teach students. It is recommended that the government institutes a policy that requires every teacher to attend PD training to be considered for promotion. Our educational institution’s headmaster/teacher and leaders should also make it a habit to hold in-house workshops and seminars to refresh their teachers’ knowledge and skills in delivering instructional objectives. Additionally, the Ministry of Education and other non-government organisations should help improve our schools by focusing on resources that make teaching and learning better
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