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Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana

Artigo2023

Christopher Saaha Borna; Margaret Oppon-Wusu ORCID; Paul Kobina Annan Bedu-Addo ORCID; Kyeremeh Tawiah Dabone ORCID; Eugene Kwarteng-Nantwi ORCID; Kwesi Amanyi Churcher ORCID; Karim Aninganigu; Francis Owusu-Sekyere ORCID; Bernard Kissi‐Abrokwah ORCID

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Resumo

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

Dados da obra

Tipo
Artigo
Periódico
East African Journal of Education Studies, v. 6, n. 1, p. 320-337
Ano
2023 (2023-03-29)
Idioma
en
Palavras-chave
teacher professional development; mathematics teachers; classroom teaching; junior high school; teacher beliefs; classroom management; teaching materials
Temas
Formação de Professores de Matemática
DOI
10.37284/eajes.6.1.1152
ISSN
2707-3939, 2707-3947
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BORNA, Christopher Saaha et al.. Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana. East African Journal of Education Studies, v. 6, n. 1, p. 320-337, 2023. DOI: https://doi.org/10.37284/eajes.6.1.1152.

APA

Borna, C. S., Oppon-Wusu, M., Bedu-Addo, P. K. A., Dabone, K. T., Kwarteng-Nantwi, E., Churcher, K. A., Aninganigu, K., Owusu-Sekyere, F., & Kissi‐Abrokwah, B. (2023). Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana. East African Journal of Education Studies, 6(1), 320-337. https://doi.org/10.37284/eajes.6.1.1152

BibTeX
@article{borna2023,
  author = {Borna, Christopher Saaha and Oppon-Wusu, Margaret and Bedu-Addo, Paul Kobina Annan and Dabone, Kyeremeh Tawiah and Kwarteng-Nantwi, Eugene and Churcher, Kwesi Amanyi and Aninganigu, Karim and Owusu-Sekyere, Francis and Kissi‐Abrokwah, Bernard},
  title = {Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana},
  year = {2023},
  journal = {East African Journal of Education Studies},
  volume = {6},
  number = {1},
  pages = {320-337},
  doi = {10.37284/eajes.6.1.1152},
  language = {en}
}
RIS
TY  - JOUR
AU  - Borna, Christopher Saaha
AU  - Oppon-Wusu, Margaret
AU  - Bedu-Addo, Paul Kobina Annan
AU  - Dabone, Kyeremeh Tawiah
AU  - Kwarteng-Nantwi, Eugene
AU  - Churcher, Kwesi Amanyi
AU  - Aninganigu, Karim
AU  - Owusu-Sekyere, Francis
AU  - Kissi‐Abrokwah, Bernard
TI  - Professional Development of Mathematics Teachers: Its Impact on Their Classroom Delivery in Ghana
PY  - 2023
JO  - East African Journal of Education Studies
VL  - 6
IS  - 1
SP  - 320
EP  - 337
DO  - 10.37284/eajes.6.1.1152
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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