Analyzing the Contribution of Teacher Professional Development to Mathematics Outcomes: A Ghanaian Perspective from TIMSS 2022
Keywords:
Ghanaian, Mathematics Achievement, Teacher Professional, Development, TIMSS
Abstract
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.
References
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[4] M. S. A. Helal, O. Y. Hock, and A. M. Karim, “Unlocking potential: The smart investment in education management for future success in bangladesh”, International Journal of Academic Reserach in Economics and Management Sciences, vol. 12, no. 4, 2023.
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[8] M. Cochran-Smith, “Exploring teacher quality: International perspectives”, European journal of teacher education, vol. 44, no. 3, pp. 415-428, 2021, doi: 10.1080/02619768.2021.1915276.
[9] T. R. Guskey, “Professional development and teacher change”, Teachers and Teaching: Theory and Practice, vol. 8, no. 3, pp. 381-391, 2002, doi: 10.1080/135406002100000512.
[10] K. Melhuish, E. Thanheiser, A. White, B. Rosencrans, J. M. Shaughnessy, L. Foreman, A. Riffel, and L. Guyot, “The efficacy of research-based “mathematics for all” professional development”, Journal for Research in Mathematics Education, vol. 53, no. 4, pp. 307-333, 2022, doi: 10.5951/jresematheduc-2019-0053.
[11] S. Hennessy, R. Kershner, E. Calcagni, and F. Ahmed, “Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach”, Review of Education, vol. 9, no. 3, pp. e3269, 2021, doi: 10.1002/rev3.3269.
[12] O. A. Ajani, “Exploring the alignment of professional development and classroom practices in african contexts: A Discursive investigation. Journal of Integrated Elementary Education, vol. 3, no. 2, pp. 120-136, 2023, doi: 10.21580/jieed.v3i2.17693.
[13] T. Seidel, and R. J. Shavelson, “Teaching effectiveness research in the past decade: The role of theory and research design”, Educational Researcher, vol. 36, no. 8, pp. 537-544, 2007.
[14] S. K. Carpenter, S. C. Pan, and A. C. Butler, “The science of effective learning with spacing and retrieval practice”, Nature Reviews Psychology, vol. 1, no. 9, pp. 496-511, 2022, doi: 10.1038/s44159-022-00089-1.
[15] A. Marougkas, C. Troussas, A. Krouska, and C. Sgouropoulou, “Virtual reality in education: a review of learning theories, approaches and methodologies for the last decade”, Electronics, vol. 12, no. 13, pp. 2832, 2023, doi: 10.3390/electronics12132832.
[16] A. S. Nur, S. B. Waluya, R. Rochmad, and W. Wardono, “Contextual learning with ethnomathematics in enhancing the problem solving based on thinking levels”, Journal of Research and Advances in Mathematics Education, vol. 5, no. 3, pp. 331-344, 2020, doi: 10.23917/jramathedu.v5i3.11679.
[17] X. Du, Y. Chaaban, S. Sabah, A. M. Al-Thani, and L. Wang, “Active learning engagement in teacher preparation programmes-A comparative study from Qatar, Lebanon and China”, Asia Pacific Journal of Education, vol. 40, no. 3, pp. 283-298, 2020, doi: 10.1080/02188791.2020.1717436.
[18] Y. Wardat, S. Belbase, and H. Tairab, “Mathematics teachers’ perceptions of trends in international mathematics and science study (TIMSS)-related practices in Abu Dhabi Emirate schools”, Sustainability, vol. 14, no. 9, pp. 5436, 2022, doi: 10.3390/su14095436.
[19] A. Daly-Smith, J. L. Morris, E. Norris, T. L. Williams, V. Archbold, J. Kallio, ... and G> K. Resaland, “Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence”, International Journal of Behavioral Nutrition and Physical Activity, vol. 18, pp. 1-20, 2021, doi: 10.1186/s12966-021-01221-9.
[20] T. Hailikari, V. Virtanen, M. Vesalainen, and L. Postareff, “Student perspectives on how different elements of constructive alignment support active learning”, Active Learning in Higher Education, vol. 23, no. 3, pp. 217-231, 2022, doi: 10.1177/1469787421989160.
[21] K. W. Copridge, S. Uttamchandani, and T. Birdwell, “Faculty reflections of pedagogical transformation in active learning classrooms”, Innovative Higher Education, vol. 46, no. 2, pp. 205-221, 2021, doi: 10.1007/s10755-021-09544-y.
[22] E. P. Driessen, J. K. Knight, M. K. Smith, and C. J. Ballen, “Demystifying the meaning of active learning in postsecondary biology education”, CBE—Life Sciences Education, vol. 19, no. 4, pp. ar52, 2020, doi: 10.1187/cbe.20-04-0068.
[23] S. K. Schmidt, S. Bratland-Sanda, and R. Bongaardt, “Secondary school teachers' experiences with classroom-based physically active learning:“I'm excited, but it's really hard”, Teaching and Teacher Education, vol. 116, pp. 103753, 2022, doi: 10.1016/j.tate.2022.103753.
[24] Y. Wardat, S. Belbase, H. Tairab, R. A. Takriti, M. Efstratopoulou, and H. Dodeen, “The influence of school factors on students’ mathematics achievements in trends in international mathematics and science study (TIMSS) in Abu Dhabi Emirate schools”, Education Sciences, vol. 12, no. 7, pp. 424, 2022, doi: 10.3390/educsci12070424.
[25] Y. Zhang, S. Russell, and S. Kelly, “Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012”, Studies in Educational Evaluation, vol. 73, pp. 101146, 2022, doi: 10.1016/j.stueduc.2022.101146.
[26] D. Hernández-Torrano, and M. G. Courtney, “Modern international large-scale assessment in education: An integrative review and mapping of the literature”, Large-Scale Assessments in Education, vol. 9, no. 1, pp. 17, 2021, doi: 10.1186/s40536-021-00109-1.
[27] Q. Hao, B. Barnes, and M. Jing, “Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches”, Learning Environments Research, vol. 24, no. 1, pp. 109-122, 2021, doi: 10.1007/s10984-020-09320-3.
[28] D. Reinholz, E. Johnson, C. Andrews-Larson, A. Stone-Johnstone, J. Smith, B. Mullins,... and N. Shah, “When active learning is inequitable: Women’s participation predicts gender inequities in mathematical performance”, Journal for Research in Mathematics Education, vol. 53, no. 3, pp. 204-226, 2022, doi: 10.5951/jresematheduc-2020-0143.
[29] O. L. Ng, F. Ting, W. H. Lam, and M. Liu, “Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards”, The Asia-Pacific Education Researcher, vol. 29, pp. 285-294, 2020, doi: 10.1007/s40299-019-00481-1.
[30] C. Chiang, P. K. Wells, and G. Xu, “How does experiential learning encourage active learning in auditing education?”, Journal of Accounting Education, vol. 54, pp. 100713, 2021, doi: 10.1016/j.jaccedu.2020.100713.
[31] J. J. De Simone, “The roles of collaborative professional development, self-efficacy, and positive affect in encouraging educator data use to aid student learning”, Teacher Development, vol. 24, no. 4, pp. 443-465, 2020, doi: 10.1080/13664530.2020.1780302.
[32] U, Sekaran, Research methods for business: A skill building approach, John Wiley & Sons, 2016.
[33] C. Fornell, and D. F. Larcker, “Evaluating structural equation models with unobservable variables and measurement error”, Journal of Marketing Research, vol. 18, no. 1, pp. 39-50, 1981, doi: 10.1177/002224378101800104.
[34] J. F. Hair Jr, L. M. Matthews, R. L. Matthews, and M. Sarstedt, “PLS-SEM or CB-SEM: updated guidelines on which method to use”, International Journal of Multivariate Data Analysis, vol. 1, no. 2, pp. 107-123, 2017, doi: 10.1504/IJMDA.2017.087624.
[35] U. Bergmark, “Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development,” Professional development in education, vol. 49, no. 2, pp. 210-224, 2023.
[36] M. W. Yangambi, “Teacher professional development and student achievement in a developing country,” Creative Education, vol. 12, no. 10, pp. 2283-2300, 2021.
[37] K. Melhuish, E. Thanheiser, A. White, B. Rosencrans, J. M. Shaughnessy, L. Foreman, ... and L. Guyot, “The efficacy of research-based “mathematics for all” professional development,” Journal for Research in Mathematics Education, vol. 53, no. 4, pp. 307-333, 2022.
[38] C. Mouza, D. Codding, and L. Pollock, “Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education,” Computers & Education, vol. 186, pp. 104530, 2022.
[39] H. AbdulRab, “Teacher professional development in the 21st century,” African Journal of Education and Practice, vol. 9, no. 4, pp. 39-50, 2023.
[40] O. K. T. Kilag, and J. M. Sasan, “Unpacking the role of instructional leadership in teacher professional development,” Advanced Qualitative Research, vol. 1, no. 1, pp. 63-73, 2023.
[41] E. E. Ibok, O. R. Ogbebe, O. P. Alu, O. E. Joseph, D. M. Udobong, and E. P. Collins, “Teachers’ professional competencies as determinants of students’ academic achievement in Mathematics in Uyo Education Zone of Akwa Ibom State, Nigeria,” Global Journal of Educational Research, vol. 23, no. 1, pp. 67-76, 2024.
[42] X. Zhang, W. Admiraal, and N. Saab, “Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level,” Journal of education for teaching, vol. 47, no. 5, pp. 714-731, 2021.
[43] J. Schön, Petrophysik: Physikalische eigenschaften von gesteinen und mineralen. Walter de Gruyter GmbH & Co KG, 1983.
[44] P. Meesuk, A. Wongrugsa, and T. Wangkaewhiran, “Sustainable teacher professional development through professional learning community: PLC,” Journal of Teacher Education for Sustainability, vol. 23, no. 2, pp. 30-44, 2021.
[45] M. A. Bowman, V. W. Vongkulluksn, Z. Jiang, and K. Xie, “Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, vol. 54, no. 2, pp. 188-204, 2022.
[46] B. S. Haug, and S. M. Mork, “Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms,” Teaching and teacher education, vol. 100, pp. 103286, 2021.
[47] W. Lin, H. Yin, and Z. Liu, “The roles of transformational leadership and growth mindset in teacher professional development: The mediation of teacher self-efficacy,” Sustainability, vol. 14, no. 11, pp. 6489, 2022.
[48] F. M. Nafukho, B. J. Irby, R. Pashmforoosh, R. Lara-Alecio, E. Tong, M. E. Lockhart, ... and Z. Wang, “Training design in mediating the relationship of participants’ motivation, work environment, and transfer of learning,” European Journal of Training and Development, vol. 47, no. 10, pp. 112-132, 2023.
[49] T. Gkrimpizi, V. Peristeras, and I. Magnisalis, “Classification of barriers to digital transformation in higher education institutions: Systematic literature review,” Education Sciences, vol. 13, no. 7, pp. 746, 2023.
[50] Kooli, C., & Abadli, R. (2022). Could education quality audit enhance human resources management processes of the higher education institutions?. Vision, vol. 26, no. 4, pp. 482-490, 2022.
[51] F. Ortan, C. Simut, and R. Simut, “Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system,” International journal of environmental research and public health, vol. 18, no. 23, pp. 12763, 2021.
Published
2025-05-15
How to Cite
Baah, D., Yunus, H., & Štrok, A. V. (2025). Analyzing the Contribution of Teacher Professional Development to Mathematics Outcomes: A Ghanaian Perspective from TIMSS 2022. Interval: Indonesian Journal of Mathematical Education, 3(1), 102-108. https://doi.org/10.37251/ijome.v3i1.1732
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Copyright (c) 2025 Doris Baah, Hissan Yunus, Andreja Vlahek Štrok
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