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Item An investigation of high school preservice teachers’ self-efficacy in teaching mathematics(MDPI, 2024-11-19) Hendricks, Winston; Olawale, Babawande Emmanuel; Saddiq, Khalid; Meletiou-Mavrotheris, M.The influential theory proposed by Bandura suggests that teachers with high self-efficacy— those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring.Item Becoming Reflective Practitioners: Gender GAP Analysis of Mathematics Student Teachers’ Reflective Practices(Universitas IVET, 2023-01) Olawale, Babawande Emmanuel; Hendricks, WinstonWhile reflective thinking practices are thought to be a factor in building bridges between a course of study and personal experience resulting in engaging and personalized learning activities, the present study examined the potential disparities in reflective thinking practices and how they influence preservice mathematics teachers' behavior. Underpinned by a positivist paradigm, the present study employed a quantitative research approach and a survey design. Data was collected from three hundred and fifty-nine mathematics student teachers who were preparing to become mathematics teachers once they had obtained a Bachelor of Education (B.Ed.) degree. Data collected was therefore analyzed through the use of descriptive statistics. Lifelong learning skills, self-assessment, self-belief, teaching awareness, and reflective thinking were all examined using a framework based on five components. Research findings revealed that while reflective thinking practices are often emphasized in teacher education programs, results clearly show that the process of reflective practices is conceptualized differently by female and male participants. Research findings also revealed that constructs such as lifelong learning skills, self-assessment ability, and teaching awareness have a more decisive influence on male participants than their female counterparts. This resulted in male participants having less perception of the usefulness of reflective thinking practices. Based on the findings, it was suggested that various support systems should be developed in mathematics teacher education programs to facilitate more independent and self directed reflective thinking practices among both female and male mathematics students teachers.Item Role of continuing professional teacher development (CPTD) on teachers’ and learners’ achievement in South Africa: A literature review(Center for Strategic Studies in Business and Finance, 2023-09-17) Adu, Kemi O.; Duku, Ntombozuko; Adu, Emmanuel O.Continuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners’ achievement. The paper reviews among others the following; the nature and concept of CPTD, the importance of CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations.