Teachers improvement of mathematics achievements in rural schools of Mopani District : implications for professional development

Abstract

Throughout the globe, there is an outcry that learners’ performance in mathematics is below the expected standard. Hence, teachers need teacher development to improve their skills and knowledge in the subject. The purpose of this study was to explore the role of Professional Development (PD) in assisting teachers to improve learners’ achievements in mathematics in rural schools in the Mopani District of the Limpopo Province of South Africa. The literature review explored how developed and undeveloped countries develop teachers. The literature view also discussed the benefits that teachers gained as well as the challenges encountered when they participate in PD programmes and this helped the researcher to understand the phenomenon better. This study addressed the theories and models that support PD of teachers in schools. The theories included Vygotsky’s social cultural theory and Guskey’s theory of teacher change which was the main theory in the study. This theory provided details on how teachers should be developed in schools which include training, mentoring, support, involvement in individual guided activities and teacher change. The study used the qualitative approach to find out how mathematics teachers are professionally developed. It used a case study research design, which followed the interpretive research paradigm. It used purposive and snowball sampling to select the suitable candidates from the Mopani District who included mathematics teachers; mathematics curriculum advisors and school principals. Data collection was conducted in the participants’ natural settings through semi-structured interviews. The participants were probed in order to acquire as much information as possible from them. The study used thematic analysis and focused on seven themes. Among other findings, the study found that teachers should improve their qualifications by furthering their studies with registered accredited higher education institutions and attending workshops. When it comes to challenges, it was found that teachers were invited to the workshops in the afternoon when they were already tired. As a result, the workshops were fruitless. The study also generated new knowledge on the PD of teachers that can assist in improving the mathematics achievement of learners in schools. It was found that engagement of teachers in PD, led to improved learner performance in mathematics. In contributing to knowledge, the researcher proposed and developed a PD model for school-based teachers. The proposed model can be used to prepare teachers through various preparation strategies to improve their performance in mathematics teaching in schools.