An Investigation Into the Relationship Between Mathematics Teachers’ Efficacy and Their Students’ Achievement at the Junior High School in the Cape Coast Metropolis

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.