Supporting the quality of mathematics teaching through lead teachers
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Resumo
Background: Mathematics lead teachers play an important role in supporting the mathematics teaching and learning. These are often ordinary teachers who take on the added responsibility of executing leadership activities in strengthening mathematics instruction in schools. This is attributed to several strategies of plan, do, check, and act in supporting teaching activities. Aim: This study aimed to support quality mathematics teaching in the further education and training phase through lead teachers. Setting: Mathematics, Science and Technology Agency in Mpumalanga served as the research setting. Methods: The research adopted the qualitative research approach and a multiple case study research design. Interviews were used as the instruments for data collection from the focus groups. Results: Findings from the thematic analysis revealed factors such as qualifications, experience, knowledge of the subject matter, pedagogical content knowledge, assessment and collaborative efforts by lead teachers can enhance the quality teaching of mathematics in STEM disciplines. Conclusion: Schools should have a structure and a developmental practice for work if a development plan is to be successfully implemented and conducted. Furthermore, the study presented in this article has shown how teacher ownership and a shared overarching goal must be the foundation and form the basis for participating in a practice-based development programme. The findings further indicate that when the roles involved in the development work are clearly defined, the goal-directed actions by teachers in the shared community have the potential to enhance learner achievement.
Dados da obra
- Tipo
- Artigo
- Periódico
- African Journal of Teacher Education and Development, v. 4, n. 1, p. e1-e10
- Editora
- AOSIS
- Ano
- 2025 (2025-08)
- Idioma
- en
- Palavras-chave
- mathematics teaching; quality instruction; lead teachers; school; mathematics teachers; teaching practice supervision; mathematics teaching quality; school leadership; PDCA cycle; teacher professional development; pedagogical content knowledge; teacher ownership; STEM education; further education and training; academic performance
- Temas
- Avaliação, Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.4102/ajoted.v4i1.98
- ISSN
- 2958-8650, 2958-0986
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MOTSEKI, Puleng Dorah; JOJO, Zingiswa Mybert Monica; GUMBO, Mishack Thiza. Supporting the quality of mathematics teaching through lead teachers. African Journal of Teacher Education and Development, v. 4, n. 1, p. e1-e10, 2025. DOI: https://doi.org/10.4102/ajoted.v4i1.98.
APA
Motseki, P. D., Jojo, Z. M. M., & Gumbo, M. T. (2025). Supporting the quality of mathematics teaching through lead teachers. African Journal of Teacher Education and Development, 4(1), e1-e10. https://doi.org/10.4102/ajoted.v4i1.98
BibTeX
@article{motseki2025,
author = {Motseki, Puleng Dorah and Jojo, Zingiswa Mybert Monica and Gumbo, Mishack Thiza},
title = {Supporting the quality of mathematics teaching through lead teachers},
year = {2025},
journal = {African Journal of Teacher Education and Development},
volume = {4},
number = {1},
pages = {e1-e10},
publisher = {AOSIS},
doi = {10.4102/ajoted.v4i1.98},
language = {en}
}RIS
TY - JOUR AU - Motseki, Puleng Dorah AU - Jojo, Zingiswa Mybert Monica AU - Gumbo, Mishack Thiza TI - Supporting the quality of mathematics teaching through lead teachers PY - 2025 JO - African Journal of Teacher Education and Development VL - 4 IS - 1 SP - e1 EP - e10 DO - 10.4102/ajoted.v4i1.98 LA - en ER -
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