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Situation Analysis In Education

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Situation Analysis

Education is a process. It is a tedious process of educating not only the mind but the heart and soul as well. Behind this process are teachers who, themselves, are products of complex training and preparations in order to face the challenges of the cycles of teaching and learning for life. As Henry Adams said, “ a teacher affects eternity, he can never tell where his influence stops”. Teachers are the backbone of education. Without them, professionals of all levels are born. Teachers are great instruments to the formation of linguists, doctors, engineers, architects, nurses, technologists, physicists, and mathematicians among others. What come in between teachers and educational successes, however, are responsibilities …show more content…

It is, therefore, important to account for context and discipline in order to accurately assess teachers’ efficacy (Tschannen-Moran and Hoy, 2001) Since there is little consistency regarding the stability of teachers’ efficacy, studies indicate, efficacy may either increase or decline over time. Teachers’ efficacy judgments tend to calibrate with the new context. The possible initial decline in efficacy may be observed with neophytes entering the teaching force. These new teachers may be confronted with the complexity of the teaching task. Those who continue to feel incompetent are likely to leave the field, while teachers who remain in the field appear to experience a rebound in their efficacy judgment. (Bakar, Mohamed, & Zakaria, 2012) assessed student teachers’ efficacy in terms of student engagement, instructional strategies, and classroom management. Their study shows a significant relationship between teachers’ sense of efficacy and achievement. Results also show that pre-service teachers confidently handle classroom tasks because their training institutions have a high sense of efficacy. Their study, however, shows that female teachers were less efficacious than male …show more content…

The desire to study mathematics teacher education at the tertiary level. 2. The need for the examination of the predictor variables of tertiary mathematics teacher education, which may influence their self-efficacy beliefs in teaching mathematics. 3. The need for investigation of the process path of the predictor variables, of the tertiary mathematics teacher education, and how these variables may influence self-efficacy beliefs in mathematics teaching. 4. The need for research-based teacher training program for mathematics teacher education. It is the purpose of this study to address these needs and to further find out how some demographic characteristics, professional development, teaching resources, strategies in teaching mathematics, social support (peer and supervisor), school climate, anxiety in teaching mathematics, attitude towards teaching mathematics, and teacher collaboration, among other factors, would impact mathematics teachers’ efficacy. Results of this study are expected to give mathematics students and teachers alike, insights on how to cope with the demands of mathematics learning and

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