Quintaesencia

Revista de Educación

Quintaesencia (2025), vol. 16, Núm. 2, pp 147-153

ISSN 2076-5363 (en línea)

DOI: https://doi.org/10.54943/rq.v16i2.757

Socialización de experiencias

VII COBISEMAT 2025 – CUSCO

Coloquio Binacional sobre Enseñanza de Matemáticas.

Universidad Nacional San Antonio Abad del Cusco. 9, 10 y 11

de julio de 2025.

Preparación para la enseñanza de matemáticas básicas en la escuela: análisis

de la competencia y la autoeficacia de los docentes en formación tras la

enseñanza con apoyo en las escuelas

Preparedness to Teach Basic School Mathematics: Exploring Pre-Service

Teachers’ Proficiency and Self-Efficacy After Supported Teaching in Schools

Samuel Baah-Duodu (PhD) ^{1, a}

¹Akenten Appiah-Menka University of Skills Training and Entrepreneurial

Development (AAMUSTED), Ghana

^aORCID: https://orcid.org/0000-0001-6154-312X

sbduodu@aamusted.edu.gh

Información

Resumen

Este estudio se centró en indagar sobre la preparación de futuros docentes de las facultades

su autoeficacia percibida tras impartir clases con apoyo en las escuelas. La población de este

estudio fue de 21 500 futuros docentes de nivel 400 de las 46 facultades públicas de

educación de Ghana. Se empleó la técnica de muestreo intencional por cuotas para

seleccionar a 390 futuros docentes para el estudio. El diseño del estudio integró el análisis

cuantitativo basado en un marco causal-comparativo. La prueba de competencia matemática

y el cuestionario de autoeficacia para la enseñanza de las matemáticas fueron los

instrumentos utilizados para recopilar los datos. Los datos recopilados a partir de la prueba

y el cuestionario se analizaron cuantitativamente. Se empleó la estadística descriptiva para

analizar los niveles de preparación, competencia y autoeficacia de los profesores en

formación. Se utilizaron la prueba t para muestras independientes y el ANOVA

unidireccional para encontrar diferencias en la competencia, la autoeficacia y la preparación.

Los resultados revelaron que los profesores en formación están moderadamente preparados,

y que los participantes más jóvenes muestran niveles más altos de competencia. Se

observaron diferencias relacionadas con el género en la autoeficacia, ya que las mujeres

mostraron una mayor confianza, mientras que los hombres mostraron una mayor

competencia y preparación. Los resultados subrayan la importancia de los programas de

formación adaptados a los distintos grupos de edad, garantizando estrategias inclusivas en

materia de género para fomentar la confianza en sí mismos de todos los profesores en

formación.

Recibido: 15 de julio del 2025

Aceptado: 29 de julio del 2025

Palabras clave:

Enseñanza con apoyo

en las escuelas,

Competencia

matemática,

Autoeficacia.

Information

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 in schools. 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. 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. 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. 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

while males demonstrated higher proficiency and preparedness. The findings underscore the

importance of tailored training programmes for diverse age groups, ensuring gender-

inclusive strategies to nurture self-confidence among all pre-service teachers.

Keywords:

Supported Teaching in

Schools (STS),

Mathematics

proficiency, Self-

efficacy.

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Preparedness to teach basic school mathematics: exploring pre-service teachers’ proficiency and self-efficacy after supported

teaching in schools

INTRODUCCIÓN

The Ghana Accountability for Learning Outcome Project (GALOP, 2019) reports that despite huge

expenditure and initiatives through curriculum reforms by the Government to achieve Sustainable

Development Goals (SDG 4.1.1), the teaching and learning of mathematics at the basic school level has

attracted questionable outcomes. Low proportion of children at the end of basic school education are

able to achieve at least a minimum proficiency level in reading and mathematics. The effective teaching

of mathematics at the basic school level is fundamental to nurturing learners’ critical thinking, problem-

solving abilities, and overall academic success. However, concerns have been raised globally and within

Ghana regarding the preparedness of pre-service teachers to deliver quality mathematics instruction.

Mathematics is often perceived as a difficult subject by both learners and teachers, with many pre-

service teachers lacking the confidence and content mastery required to teach it effectively (Mereku,

2013).

In response to these challenges and as part of ongoing education reforms, Ghana introduced the Bachelor

of Education (B.Ed) programme in all public colleges of education. The current cohort under study

according to the Ministry of Education (MOE, 2017) represents the first batch of this new B.Ed

curriculum, which places significant emphasis on practical experience through the Supported Teaching

in Schools (STS) component. STS is embedded from the entry to the exit stages of the initial teacher

education programme, accounting for approximately 40% of the total training duration. This model is

designed to provide pre-service teachers with sustained, scaffolded opportunities to engage in real

classroom settings, thereby enhancing the integration of theoretical knowledge with practical skills

(MOE, 2017; Buabeng et al, 2020).

Previous studies have indicated that teachers’ confidence in their ability to teach (self-efficacy) and their

mastery of subject content (proficiency) are crucial determinants of instructional effectiveness

(Yarkwah, 2020). Yet, limited empirical evidence exists on how STS impacts these competencies among

pre-service teachers in the Ghanaian context. Despite this effort, questions remain about whether these

experiences sufficiently enhance their readiness to teach mathematics, particularly in terms of content

proficiency and self-efficacy. Furthermore, demographic variables such as age, gender, and programme

of study may influence how pre-service teachers develop proficiency and confidence in teaching

mathematics (Yarkwah, 2020). A valid understanding of these factors is essential for informing policy

and practice in teacher education.

In light of these considerations, this study seeks to explore the extent to which pre-service teachers in

Ghana’s colleges of education feel prepared to teach basic school mathematics after participating in

STS. Specifically, it examines their mathematics proficiency and self-efficacy levels, while also

analyzing the influence of age, gender, and programme of study on these factors. The relevance of this

study lies in its potential to inform curriculum design, teaching practice, and professional development

initiatives aimed at improving the quality of mathematics education in basic schools. By identifying key

areas of strength and weakness among pre-service teachers, the findings can guide the development of

targeted interventions to enhance teacher readiness and ultimately, student learning outcomes.

MATERIAL Y MÉTODOS

Research Objectives and Hypothesis

1. To find out how pre-service teachers perceive their preparedness to teach basic school

mathematics after STS focusing on their Mathematics proficiency Level and Self-efficacy

Level.

2. To determine whether age, gender and programme of study influence pre-service teachers’

mathematics proficiency, self-efficacy and preparedness.

Ho: There’s no significant differences in pre-service teachers’ preparedness based on age,

gender and programme of study.

Theoretical and Methodological Elements Considered

148

Samuel Baah-Duodu

This study is grounded in two major theoretical frameworks: Bandura’s Social Cognitive Theory and

Kilpatrick et al.’s (2001) Mathematical Proficiency Framework. Bandura’s theory, particularly the

construct of self-efficacy, provides a valuable lens for understanding how pre-service teachers’ beliefs

in their ability to teach mathematics influence their motivation, persistence, and classroom practices

(Bandura, 1997). Self-efficacy is widely recognized as a key factor in determining how well teachers

translate knowledge into effective instructional strategies.

In evaluating mathematical competence, the study adopts the Mathematical Proficiency Framework

articulated by Kilpatrick, Swafford, and Findell (2001). This framework defines mathematical

proficiency as comprising five interconnected strands: (a) conceptual understanding—comprehension

of mathematical concepts and relationships; (b) procedural fluency—skill in carrying out procedures

flexibly and accurately; (c) strategic competence—the ability to formulate and solve mathematical

problems; (d) adaptive reasoning—capacity for logical thought, explanation, and justification; and (e)

productive disposition—a habitual inclination to see mathematics as sensible, useful, and worthwhile.

These dimensions serve as benchmarks for assessing the depth and scope of pre-service teachers’

mathematical understanding and teaching readiness.

Methodologically, the research employed a quantitative design within a causal-comparative framework,

which is appropriate for identifying and analysing differences among predefined groups without

manipulation of variables (Creswell, 2014). The target population included 21,500 level 400 pre-service

teachers from all 46 public colleges of education in Ghana. A quota purposive sampling technique was

used to select a representative sample of 390 participants across different colleges, ensuring variation in

gender, age, and programme of study. The researcher utilized a combination of multi-stage, cluster, and

quota sampling to ensure an adequate distribution of participants based on gender and programme of

study. Since not all institutions and students were readily accessible within the study period, multi-stage

sampling was employed.

First, the researcher identified 30 out of 46 public colleges of education in Ghana that offer mathematics

in early grade, primary and junior high school education. In the second stage, cluster sampling was used

to group these colleges by region, and specific clusters were randomly selected. This included colleges

from the Ashanti, Eastern, and Bono regions to ensure regional representation. Quota sampling was then

applied to guarantee balanced representation based on gender and programme of study. After identifying

the colleges, the population was divided into subgroups (quotas) according to gender and the specific

programme of study.

This study was situated within the positivist research paradigm, which assumes that reality is objective,

measurable, and can be understood through empirical investigation. Positivism emphasizes the use of

structured methodologies, observable data, and statistical analysis to derive conclusions (Kridel, 2015).

This paradigm was appropriate for the study, as it sought to objectively assess and compare pre-service

teachers’ levels of mathematics proficiency and self-efficacy, as well as identify statistically significant

differences based on demographic variables such as age, gender, and programme of study.

Data collection involved two instruments: a mathematics proficiency test, aligned with Kilpatrick’s five

strands of proficiency, and a self-efficacy for teaching mathematics questionnaire adapted from

validated teaching efficacy scales. The data were analysed using descriptive statistics to describe levels

of preparedness, proficiency, and self-efficacy. Furthermore, independent sample t-tests and one-way

ANOVA were conducted to examine statistically significant differences in these outcomes based on age,

gender, and programme of study. By combining these theoretical perspectives with a rigorous

methodological approach, the study provided a robust foundation for evaluating the impact of the

Supported Teaching in Schools (STS) model on pre-service teachers’ readiness to teach mathematics at

the basic education level.

RESULTADOS

Development and Results

The study followed a systematic research process beginning with the design of a mathematics

proficiency test and a self-efficacy questionnaire tailored to assess the preparedness of pre-service

149

Preparedness to teach basic school mathematics: exploring pre-service teachers’ proficiency and self-efficacy after supported

teaching in schools

teachers after undergoing Supported Teaching in Schools (STS). The instruments were validated by

experts in mathematics education and piloted with a group of 50 pre-service teachers who were not part

of the main study to ensure reliability. Data were collected from 390 level 400 pre-service teachers using

quota purposive sampling to ensure regional and programme diversity.

Table 1

Descriptive Statistics for Pre-service Teachers’ Mathematics Proficiency, Self-Efficacy, and

Preparedness (N = 390)

Variable

10.25

0.47

9.12

Minimum

Maximum

Mathematics Proficiency

Teaching Self-Efficacy

Overall Preparedness Score

58.43

3.89

61.74

2.10

5.00

Note. Self-efficacy measured on a 5-point Likert scale. Preparedness is a composite index.

Descriptive statistics revealed that pre-service teachers demonstrated moderate levels of preparedness

to teach mathematics at the basic school level. The mean scores for mathematics proficiency were

slightly above average, indicating foundational understanding but with room for improvement in areas

like strategic competence and adaptive reasoning.

In terms of self-efficacy, the majority of participants expressed confidence in their ability to teach

mathematics, particularly in lesson planning and classroom delivery, though less so in responding to

students’ mathematical misconceptions.

Table 2

Independent Samples t-Test Results for Gender Differences

Variable

Mathematics Proficiency Male

Female

Male

Female

Gender

180

210

180

210

60.25 9.84

56.87 10.41

3.75 0.49

4.01 0.44

3.21

388

.001**

Teaching Self-Efficacy

-2.74

388

.006**

Note. **p < .01.

Table 3

One-Way ANOVA Results for Preparedness by Age Group

Source

Between Groups

Within Groups

Total

782.56

391.28

81.25

4.78

.009**

31,450.89

32,233.45

387

389

150

Samuel Baah-Duodu

Post hoc (Tukey HSD) indicates that participants <25 years scored significantly higher than those ≥25

years.

Table 4

Mean Scores for Mathematics Proficiency by Programme of Study

Programme of Study

8.32

9.50

10.74

B.Ed JHS Education

120

100

170

63.45

60.84

54.90

B.Ed Primary Education

B.Ed Early Grade Education

ANOVA Result: F(2, 387) = 9.42, p < .001

Inferential statistical analyses using independent sample t-tests and one-way ANOVA revealed the

following:

•

Age differences: Younger pre-service teachers (<25 years) scored higher on mathematics

proficiency and overall preparedness.

Gender differences: Male pre-service teachers had significantly higher mathematics proficiency

scores, while female teachers showed higher self-efficacy.

Programme of study: Pre-service teachers enrolled in Junior High School (JHS) education

performed better in proficiency tests compared to those in upper primary and early grade

education programmes.

These results indicated that age, gender, and academic programme are significant factors influencing

pre-service teachers’ preparedness and confidence in teaching mathematics. This aligns with studies by

Murray (2018) and Mwingirwa (2015).

DISCUSIÓN

Analysis or Discussion of Results

The findings of this study align with Bandura’s (1997) Social Cognitive Theory, which posits that self-

efficacy influences the extent to which individuals engage with and succeed in specific tasks. The

moderate levels of self-efficacy among pre-service teachers suggest that the STS model contributed

positively to their confidence in teaching, especially through hands-on, practical experience. However,

the variation in self-efficacy across gender lines indicates potential differences in how male and female

pre-service teachers interpret and internalize teaching experiences.

Further, the mathematics proficiency results reflect the influence of Kilpatrick et al.’s (2001)

Mathematical Proficiency Framework, with pre-service teachers performing relatively well in

procedural fluency but showing less competence in adaptive reasoning and productive disposition. This

implies that while STS may strengthen routine skills, it may need to better support deeper mathematical

reasoning and a more sustained positive disposition toward mathematics teaching.

The statistically significant differences based on age and programme of study also highlight the value

of tailored instructional strategies. Younger pre-service teachers may be more adaptable or familiar with

current pedagogical methods, and those in JHS programmes (specialized to teach only mathematics)

demonstrated stronger content knowledge and higher confidence to teach mathematics compared to

upper primary and early grade education ( class teachers).

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Preparedness to teach basic school mathematics: exploring pre-service teachers’ proficiency and self-efficacy after supported

teaching in schools

Together, these findings suggest that while STS provides a useful platform for building teaching

competence, its design and implementation should be continually refined to address disparities and

foster balanced development across all dimensions of mathematical proficiency.

Conclusions

This study investigated the preparedness of pre-service teachers to teach basic school mathematics,

focusing on their mathematics proficiency and self-efficacy after experiencing Supported Teaching in

Schools (STS). The findings indicate a moderate level of overall preparedness, with notable variations

influenced by age, gender, and programme of study.

Implications of the study suggest that:

STS significantly contributes to developing both confidence and competence in pre-service teachers.

•

There is a need for gender-responsive training strategies, particularly to balance proficiency and

self-efficacy.

Teacher education programmes should emphasize deep mathematical reasoning and problem-

solving, not just procedural fluency.

Younger teachers may benefit differently from STS than older ones, and programmes must

adapt to such demographic differences.

Limitations include the study’s reliance on self-reported measures of self-efficacy and the exclusion of

qualitative perspectives, which could provide richer insights into the experiences of pre-service teachers

during STS.

Future research could explore:

•

Longitudinal studies to assess how STS impacts teacher performance during the first few years

of classroom teaching.

Qualitative case studies to understand how individual experiences during STS shape teaching

beliefs and practices.

Intervention studies to enhance underdeveloped strands of mathematical proficiency, especially

adaptive reasoning and productive disposition.

Overall, the study reinforces the importance of structured, practical teaching experiences and evidence-

based teacher training models to ensure high-quality mathematics instruction in basic education.

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