The Effects of Female Teacher Perceptions of Mathematics on the Quality of Teaching at The Basic School Level

Abstract

This study explored the influence of perceptions of Female Mathematics Teachers (FMTs) on their preparation, presentation and output of lessons delivered. Using a descriptive survey, 20 mixed primary schools were randomly selected for the study. Also, 11 Junior High Schools (JHSs) with Female Mathematics Teachers (FMTs) were purposively selected to participate in the study. All FMTs from the 31 basic schools selected were included in the study. The analysis of the data was based on percentage computations of responses from a questionnaire that was administered. The frequency of rejection or acceptance of items to a large extent represented the perceptions of FMTs in basic schools about their competence in lesson preparation and presentation. The findings show that FMTs at the primary and the JHS levels have very high confidence in themselves and felt they were equally as competent as their male colleagues. This fact notwithstanding, female teachers, teaching beyond the primary schools tend to avoid teaching mathematics. This is evident from the proportion of FMTs at the JHS and beyond in Ghana. The study recommends motivation, in-service training and scholarships for FMTs so as to equip more females to be able to teach Mathematics effectively at the basic level in Ghana.