Analyzing the Contribution of Teacher Professional Development to Mathematics Outcomes: A Ghanaian Perspective from TIMSS 2022
DOI:
https://doi.org/10.37251/ijome.v3i1.1732Keywords:
Ghanaian, Mathematics Achievement, Teacher Professional, Development, TIMSSAbstract
Purpose of the study: This study investigates the relationship between Teacher Professional Development (TPD) and Mathematics Achievement (MA) using data from the 2022 Trends in International Mathematics and Science Study (TIMSS) for Ghana.
Methodology: Using a quantitative approach, data were collected from 200 teachers engaged in professional development programs through a structured questionnaire. The analysis SEMPLS for relationships observed between teacher development and mathematics achievement.
Main Findings: Results indicate a significant positive correlation between TPD and MA, with a path coefficient of 0.329 (p = 0.026), suggesting that professional development contributes to improved student achievement. Additionally, a reciprocal relationship was observed, where higher MA also encouraged increased teacher development (coefficient 0.346, p = 0.046), highlighting a bidirectional influence. The findings align with previous research indicating that professional development enhances teaching quality and, in turn, student outcomes.
Novelty/Originality of this study: The novelty of this research lies in its focus on Ghana, where the impact of TPD on mathematics achievement has not been extensively explored within the context of international assessments. The practical implications suggest that Ghana should continue to prioritize sustainable, evidence-based professional development initiatives that foster teacher reflection and improve pedagogical practices. However, limitations such as the sample size and the contextual focus on Ghana warrant caution in generalizing the findings. Future research should expand to include additional contextual factors and a broader range of educational settings to further explore the complex dynamics of teacher development and student achievement in mathematics.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Interval: Indonesian Journal of Mathematical Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
