Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia

Artigo2022

Chileshe Busaka ORCID; Septimi Reuben Kitta ORCID; Odette Umugiraneza ORCID

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Resumo

Mathematics teachers’ perceptions of soft skills integration are key to ensuring students’ soft skills development. The present study investigated perceptions regarding the integration of soft skills in teaching and learning mathematics in Mazabuka District in Zambia. Ninety-one teachers, who were selected purposively, completed a questionnaire and a test on the integration of soft skills in teaching and learning mathematics. Frequencies, means, and standard deviations were calculated, and independent sample t-test and analysis of variance (ANOVA) were used to analyze the data. The findings are that mathematics teachers had a positive perception of soft skills integration in mathematics and believed that incorporating soft skills in teaching and learning mathematics was important. Furthermore, the results reveal that mathematics teachers’ gender and age, the type of school where they taught, their experience and level of education did not influence their perceptions of soft skills integration in mathematics teaching and learning in Zambian secondary schools.

Dados da obra

Tipo: Artigo
Periódico: International Journal of Learning Teaching and Educational Research, v. 21, n. 2, p. 419-438
Editora: Tresorix Ltd
Ano: 2022 (2022-02-28)
Idioma: en
Palavras-chave: soft skills; mathematics education; teacher perceptions; secondary schools; gender differences; teacher experiences; school type
DOI: 10.26803/ijlter.21.2.23
ISSN: 1694-2116, 1694-2493
Licença: cc-by-nc-nd
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BUSAKA, Chileshe; KITTA, Septimi Reuben; UMUGIRANEZA, Odette. Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia. International Journal of Learning Teaching and Educational Research, v. 21, n. 2, p. 419-438, 2022. DOI: https://doi.org/10.26803/ijlter.21.2.23.

APA

Busaka, C., Kitta, S. R., & Umugiraneza, O. (2022). Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia. International Journal of Learning Teaching and Educational Research, 21(2), 419-438. https://doi.org/10.26803/ijlter.21.2.23

BibTeX

@article{busaka2022,
  author = {Busaka, Chileshe and Kitta, Septimi Reuben and Umugiraneza, Odette},
  title = {Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia},
  year = {2022},
  journal = {International Journal of Learning Teaching and Educational Research},
  volume = {21},
  number = {2},
  pages = {419-438},
  publisher = {Tresorix Ltd},
  doi = {10.26803/ijlter.21.2.23},
  language = {en}
}

RIS

TY  - JOUR
AU  - Busaka, Chileshe
AU  - Kitta, Septimi Reuben
AU  - Umugiraneza, Odette
TI  - Mathematics Teachers’ Perceptions of Soft Skills Integration in Mathematics Teaching and Learning in Secondary Schools in Mazabuka District, Zambia
PY  - 2022
JO  - International Journal of Learning Teaching and Educational Research
VL  - 21
IS  - 2
SP  - 419
EP  - 438
DO  - 10.26803/ijlter.21.2.23
LA  - en
ER  -

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