Abstract:
The purpose of the study was to examine the relationship between the efficacy
of mathematics teachers and the mathematics achievements of Junior High
School students in the Cape Coast Metropolis. Specially, the study examines
the sources of mathematics teachers’ efficacy, assess the factors that influence
mathematics teachers’ efficacy, and assess the relationship between
mathematics teachers’ efficacy and student achievement. The study used the
descriptive cross-sectional research design. A quantitative approach was used
in the study. The study used a sample of 80 mathematics teachers and 333 JHS
three students. The data collection instrument was a structured questionnaire
and district mock examinations of JHS three students at the basic education.
Responses from the questionnaire and the district mock examinations were
coded and entered into the Statistical Package for Social Sciences software for
processing. Descriptive and inferential statistics were used. Precisely,
percentages, frequencies, means, correlation, and factor analysis were used as
the data analytical tool. The study found that the sources of mathematics
teachers’ efficacy were enactive mastery experience, vicarious experience,
verbal persuasion, physiological and emotional states. Also, the study found that
the factors that affect mathematics teacher’s efficacy were student engagement,
classroom management, and instructional strategies (IS). Finally, the study
found a positive significant relationship between mathematics teachers’ efficacy
as well as student achievement. It was therefore recommended that in
mathematics, professional development must strengthen knowledge of content
and pedagogical curriculum of mathematics.
