The Influence of Senior High School Mathematics Teachers’ Demographic Variables on their Self-Efficacy in Teaching

Teachers' self-efficacy is teachers' ideas in their ability to successfully manage the tasks, responsibilities, as well as obstacles associated with their professional activity, plays a crucial role in influencing academic outcomes e.g., students' achievements as well as motivation and wellness in the working environment. The perception students have towards mathematics as a subject is one of the key concerns in educational stakeholder's desire to find a lasting solution to the issue of low grades in the subject and lack of interest in mathematics. Many teachers are reported to dislike, fear, and fail to understand mathematics; this leads to the conclusion that some high school teachers’ negative attitudes toward mathematics negatively affect their mathematics teaching self-efficacy beliefs, which eventually leads to ineffective mathematics instruction. The current study was conducted with the purpose of determining the influence of senior high school mathematics teachers’ demographic variables on their self-efficacy in teaching. The study was anchored on social cognitive theory. After comprehensive review of a number of existing literature, the study found out that majority of the reviewed literature reported that male teachers had significantly stronger self-efficacy views than their female colleagues. Moreover, the outcomes revealed that there was no statistically substantial difference between the means of the 5 teams of teacher mentor experience in regards to teacher efficiency. The research wraps up that teachers' group variables and also perspectives towards mathematics have significant impacts on their self-efficacy in training mathematics. The study hence advises that enhancing mathematics instructor's self-efficacy in instructing the topic is an important necessity that permanent and also potential teachers should be considered for trainees' mathematical success

COLLEGES OF EDUCATION STUDENT-TEACHERS’ PERCEPTIONS ON THE E-LEARNING IN THE ERA OF COVID-19 PANDEMIC

The study examined students’ perceptions on the impact of online learning in the COVID-19 pandemic. A descriptive survey design was used. The study was conducted on level 100 student-teachers in three colleges of education (Accra, E. P. Amedzofe, and Peki), affiliated to the University of Ghana with a total population of 802. The calculated sample size was 325 on 4.2% margin of error with 95% confident level. A self-designed survey questionnaire, containing the background information, and five scaled Likert-type questions grouped on the variables of: home factors; teaching-learning and supports; and impacts of the online learning on students. The instrument was pilot tested on 50 student-teachers and later administered to the participants. The Cronbach alpha reliability check on instruments was 0.75 indicating the consistent reliability of the instrument. In all, 335 participants responded to the questionnaire. Descriptive data analysis was carried on with the Jamovi Statistical Data Analysis (JSDA) tool. Results revealed that students’ E-learning are being distracted mostly by home related factors. The high cost of internet data and unstable internet connectivity were among the trending issues of concern to most students on the E-learning. The study recommends the consideration of blended teaching in the Colleges to prepare students in both physical and virtual classrooms experiences. Further, the colleges are urged to use common Learning Management System (LMS) to manage cost and internet data usage. Article visualizations

Exploring Pre-Service Teachers' Knowledge and Perceptions of Euclidean Geometry Concepts

The purpose of the study was to explore pre-service teachers' knowledge and perceptions towards Euclidean Geometry concepts. A questionnaire was used to gather information from 125 pre-service teachers in Ghana's Volta Region using a quantitative approach within a positivist paradigm. Descriptive statistics were used in the analyses after the data were coded and entered into the Statistical Package for Service Solutions (SPSS) version 20. The results showed that the participants' knowledge levels varied, with some demonstrating a solid understanding and others showing misconceptions and gaps. The study also identified specific conceptual difficulties, such as comprehending criteria for triangle congruence and identifying corresponding parts of congruent triangles that pre-service teachers encounter in Euclidean Geometry. Furthermore, the study explored pre-service teachers' perspectives on Euclidean Geometry, highlighting their opinions on the subject’s difficulty, interest, relevance, and problems. The result highlights the importance of targeted instructional interventions and curriculum development in addressing these knowledge gaps and misconceptions. The recommendations include incorporating targeted instruction, interactive strategies, and technology integration in teacher education programs to improve pre-service teachers' understanding and pedagogical skills in Euclidean Geometry. Keywords:Pre-service teachers, Euclidean Geometry, knowledge, perceptions, conceptual difficulties, APOS theory DOI: 10.7176/JEP/14-18-03 Publication date:June 30th 202