Research Article

Impact of mathematics teachers’ self-efficacy belief and professional development on teaching mathematics in inclusive settings in Ghana

Henry Kwami Apoenchir 1 , Paul Kobina Annan Bedu-Addo 2 , Christopher Saaha Bornaa 3 , Kyeremeh Tawiah Dabone 4 , Eugene Kwarteng-Nantwi 4 , Gladys Attah-Gyamfi 4 , Kwesi Amanyi Churcher 3 , Margaret Oppon-Wusu 5 , Francis Owusu-Sekyere 3 , Bernard Kissi-Abrokwah 3 *
More Detail
1 SDA College Education, Asokore-Koforidua, GHANA2 The University of Education, Winneba, Winneba, GHANA3 C. K. Tedam University of Technology and Applied Sciences, Navrongo, GHANA4 University of Cape Coast, Cape Coast, GHANA5 Antoa Senior High School, Biribiwomang, GHANA* Corresponding Author
Contemporary Mathematics and Science Education, 4(1), 2023, ep23010, https://doi.org/10.30935/conmaths/13009
Published: 28 February 2023
OPEN ACCESS   467 Views   361 Downloads
Download Full Text (PDF)

ABSTRACT

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.

CITATION (APA)

Kwami Apoenchir, H., Bedu-Addo, P. K. A., Saaha Bornaa, C., Tawiah Dabone, K., Kwarteng-Nantwi, E., Attah-Gyamfi, G., Amanyi Churcher, K., Oppon-Wusu, M., Owusu-Sekyere, F., & Kissi-Abrokwah, B. (2023). Impact of mathematics teachers’ self-efficacy belief and professional development on teaching mathematics in inclusive settings in Ghana. Contemporary Mathematics and Science Education, 4(1), ep23010. https://doi.org/10.30935/conmaths/13009

REFERENCES

  1. Ahearn, E. M. (2002). Educational accountability: A synthesis of literature and review of a balanced model of accountability. Final Report. (ERIC Document Reproduction Service No. ED 439573).
  2. Akoto-Baako, H. (2018). Perceived influence of large class size and psychological classroom environment on students academic performance [Unpublished PhD thesis]. University of Cape Coast.
  3. Arnold, D. C. (2005). An examination of teacher self-efficacy in the inclusion classroom [PhD dissertation, Marywood University].
  4. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.
  5. Ball, D. L., & Sleep, L. (2007). What is knowledge for teaching, and what are features of tasks that can be used to develop MKT? [paper presentation]. The Annual Meeting of the Association of Mathematics Teacher Educators.
  6. Ball, D., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.)., Multiple perspectives on the teaching and learning of mathematics (pp. 83-105). Ablex.
  7. Bamba, K. (2012). Dark energy cosmology: the equivalent description via different theoretical models and cosmography tests. Astrophysics and Space Science, 342, 155-228. https://doi.org/10.1007/s10509-012-1181-8
  8. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  9. Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationships between class size and teaching: A multimethod analysis of English infant school. American Educational Research Journal, 39(1), 101-132. https://doi.org/10.3102/00028312039001101
  10. Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194-222. https://doi.org/10.5951/jresematheduc.23.3.0194
  11. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn, brain, mind, experience, and school. National Research Council, National Academy Press.
  12. Brookover, W., Schweitzer, J., Schneider, J., Beady, C., Flood, P., & Wisenbaker, J. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15,301-318. https://doi.org/10.3102/00028312015002301
  13. Brophy, J. E., & Evertson, C. (1977). Teacher behaviors and student learning in second and third grades. In G. D. Borich (Ed.), The appraisal of teaching: Concepts and process (pp. 79-95). Addison-Wesley.
  14. Canter, L., & Canter, M. (1976). Assertive discipline. Lee Canter Associates.
  15. Darling-Hammond, L. (2004). Standards, accountability, and school reform. Teachers College Record, 106(6), 1047-1085. https://doi.org/10.1111/j.1467-9620.2004.00372.x
  16. Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  17. Dibapile, W. T. S. (2012). A review of literature on teacher efficacy and classroom teacher efficacy and classroom management. Journal of College Teaching & Learning 9(2),79-92.
  18. Donkor, E. (2011). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 5, 755-765.
  19. Edjah, K. (2018). Psychology of learning and instructions. University of Cape Coast Press.
  20. Etheridge, D. (2010). The changes in experienced teachers’ understanding towards classroom management. Universal Journal of Educational Research, 4(1), 144-150. https://doi.org/10.13189/ujer.2016.040118
  21. Evertson, C. M., & Emmer, T. E. (2013). Classroom management for elementary teachers. Pearson.
  22. Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “why’s” of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321-368. https://doi.org/10.3102/00346543073003321
  23. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582. https://doi.org/10.1037/0022-0663.76.4.569
  24. Grossman, P. (1992). Teaching and learning with cases: Unanswered questions. In J. Shulman (Ed.), Case methods in teacher education (pp. 227-239). Teachers College Press.
  25. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406. https://doi.org/10.3102/00028312042002371
  26. IDEIA (2004). What parents of students with disabilities need to know and do. University of Minnesota, National Center on Educational Outcomes.
  27. Kahan, J. A., Cooper, D. A., & Bethea, K. A. (2003). The role of mathematics teachers’ content knowledge in their teaching: A framework for research applied to a study of student teachers. Journal of Mathematics Teacher Education, 6, 223-252. https://doi.org/10.1023/A:1025175812582
  28. Kissi-Abrokwah, B. (2021). Effect of large class size and teacher-learner ratio on classroom management in early childhood educational centres in Ghana [PhD thesis, University of South Africa]. https://doi.org/10.37500/IJESSR.2022.5521
  29. Lewandowski, K. H. L. (2005). A study of the relationship of teachers’ self-efficacy and the impact of leadership and professional development [DEd dissertation, Indiana University of Pennsylvania].
  30. Lyons, G., Ford, M., & Arthur-Kelly, M. (2013). Classroom management: Creating positive learning environments. Indian Psychological Review, 72(3), 155-160.
  31. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410602589
  32. McLaughlin, M., & Berman, P. (1977). Retooling staff development in a period of retrenchment. Educational Leadership, 35(3), 191-194.
  33. Mewborn, D. S. (2002). Examining mathematics teachers’ beliefs through multiple lenses [Paper presentation]. The Annual Meeting of the American Educational Research Association.
  34. Michaelowa, K. (2001). Primary education quality in francophone Sub-Saharan Africa: Determinants of learning achievement and efficiency considerations. World Development, 29(10), 16991716. https://doi.org/10.1016/S0305-750X(01)00061-4
  35. Misiowiec, F. (2016). How teaching for understanding changes the rules in the classroom. Educational Leadership, 51(5), 19-24.
  36. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics.
  37. No Child Left Behind [NCLB] (2001). Implications for special education students and students with limited English proficiency. Journal of the American Academy of Special Education Professionals.
  38. Norman, K. I., Caseau, D., & Stefanich, G. P. (1997). Science educator perceptions: Inclusion in science classrooms. http://www.ed.psu.edu/CI/Journals/96papll.htm
  39. North Central Regional Educational Laboratory [NCREL] (2006). enGauge online assessment profile for Hayward High School [Unpublished raw data]. http://www.ncre!.org/tech/qkey3/techint.htm
  40. Ofori, E., & Dampson, W. A. (2012). Doing quantitative research analysis using SSPS. Empress Press.
  41. Olson, L. (2002). Inadequate yearly gains are predicted. Education Week. http://www.edweek.org/ew/articles/2002/04/03/29ayp.h21.html
  42. Scribner, J. P. (1998). Teacher efficacy and teacher professional learning: What school leaders should know [Paper presentation]. The Annual Convention of University Council for Educational Administration.
  43. Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. Currency Doubleday.
  44. Shamim, F., Negash, N., Chuku, C., & Demewoz, N. (2007). Maximizing learning in large classes: Issues and options. British Council.
  45. Short, L. (2013). Teachers and pupils’ views of teacher-pupil relationships through primary and middle school. New Castle University.
  46. Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyners, V. L. (2001). Teachers’ beliefs and practices related to mathematics. Teaching and Teacher Education, 17(2), 213226. https://doi.org/10.1016/S0742-051X(00)00052-4
  47. Swinson, J., & Cording, M. (2002). Focus on practice: Assertive discipline in a school for pupils with emotional and behavioural difficulties. British Journal of Special Education, 29(2), 72-75. https://doi.org/10.1111/1467-8527.00243
  48. Termini, M. (2003). Bringing inclusion from paper to practice [Paper presentation]. The 13th Annual American Professional Partnership for Lithuanian Education Summer Seminar.
  49. Torkornyo, M. N. (2019). Kindergarten teacher’s perceptions and uses of classroom management strategies in kindergarten classroom in the Hohoe Municipality, Volta Region [Unpublished PhD thesis]. University of Education, Winneba.
  50. Tschannen-Moran, M. & Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  51. Wagner, L. (2003). The best laid plans: Preservice teachers’ use of lesson study as a model for attending to students’ mathematical thinking [PhD dissertation, University of Wisconsin- Madison].