Pre-service teachers’ reparedness to teach basic school mathematics exploring proficiency and self-efficacy after supported teaching in schools.

Abstract

This study investigated the preparedness of pre-service teachers in colleges of education to teach mathematics by examining their mathematics proficiency and perceived self-efficacy after supported teaching is schools. The study also investigated factors that pre-service teachers perceive to influence their preparedness to teach mathematics. The population for this study was 21,500 level 400 pre-service teachers from the 46 public colleges of education in Ghana. The quota purposive sampling technique was employed to select 390 pre-service teachers for the study. The design of the study integrated quantitative analysis based on a causal-comparative framework and qualitative insights from open-ended questions. Mathematics proficiency test and self-efficacy for teaching mathematics questionnaire were the instruments used to collect data. Data collected from the test and questionnaire was analysed quantitatively whereas open-ended questions were analysed qualitatively. Descriptive statistics was employed to analyse pre-service teachers’ levels of preparedness, proficiency and self-efficacy. Independent sample t-test and one-way ANOVA were used to find differences in proficiency, self-efficacy and preparedness. Correlation and Regression analysis were done to ascertain and quantify associations, strength and direction of the linear relationship between preparedness (including proficiency and self-efficacy) and demographic characteristics (age, gender and programme of study). Factors that influence pre-service teachers’ preparedness to teach were explored via thematic analysis. The findings revealed that pre-service teachers are moderately prepared with younger participants exhibiting higher levels of proficiency. Gender-related differences were noted in self-efficacy, with females demonstrating enhanced confidence whiles males demonstrated higher proficiency and preparedness. The analysis of self-reported factors illuminated that mentorship emerged as a foundational support, enhancing both pedagogical and emotional readiness. The findings underscore the importance of tailored training programme for diverse age groups, ensuring gender-inclusive strategies to nurture self-confidence among all pre-service teachers.