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The relationship between Grade 5 learners' mathematics achievement and teacher professional development
Dissertation (MEd (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613725917184000 |
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| access_status_str | Open Access |
| author2 | Graham, Marien Alet |
| author_browse | Graham, Marien Alet |
| author_facet | Graham, Marien Alet |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/95025 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:43.223Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/95025 The relationship between Grade 5 learners' mathematics achievement and teacher professional development Graham, Marien Alet Mbalieh1@gmail.com Kubheka, Mbalenhle Sthandiwe UCTD Achievement Integrated quality management system Teacher professional development Mathematics Continuous professional teacher development SDG-04: Quality education Education theses SDG-04 Sustainable Development Goals (SDGs) Dissertation (MEd (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2024. Teachers substantially impact the learning process and play an important role in learners’ mathematics achievement. Teacher professional development is essential for transforming classroom practices and enhancing learners’ academic outcomes. This study aimed to determine how teachers’ professional development relates to learner achievement in mathematics. Two theoretical frameworks guided this investigation: Guskey’s (2002) model of teacher change, which posits that teachers’ beliefs and attitudes change after they modify their practices and observe positive results in learner learning, and Loucks-Horsley et al.’s (2010) design framework for professional development. This design framework encompasses a cyclical planning process that starts with teachers’ commitment to improving teaching and learning, resulting in the identification of disparities between current practices and the new curriculum’s aspirational mathematical instruction. Secondary data analysis was conducted using the Trends in International Mathematics and Science Study (TIMSS) 2019 Grade 5 mathematics data. A positivist paradigm and a deductive approach were implemented, which align with the quantitative research method. Multi-level modelling was used to analyse data from home, learner, teacher, and school questionnaires completed by parents, learners, teachers, and principals, as well as TIMSS mathematics achievement scores. Learners of teachers who indicated they felt they needed future professional development in mathematics pedagogy/instruction performed significantly lower than those who didn’t express this need. The results also demonstrated the importance of teachers’ receiving professional development, as learners performed significantly better when given clear instructions. This study contributes to the body of knowledge and informs policymakers of the benefits of encouraging teacher development. Science, Mathematics and Technology Education MEd (Assessment and Quality Assurance in Education and Training) Unrestricted Faculty of Education SDG-04: Quality education 2024-03-01T10:58:29Z 2024-03-01T10:58:29Z 2024-04 2024-01 Dissertation * A2024 http://hdl.handle.net/2263/95025 10.25403/UPresearchdata.25311613 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Achievement Integrated quality management system Teacher professional development Mathematics Continuous professional teacher development SDG-04: Quality education Education theses SDG-04 Sustainable Development Goals (SDGs) The relationship between Grade 5 learners' mathematics achievement and teacher professional development |
| title | The relationship between Grade 5 learners' mathematics achievement and teacher professional development |
| title_full | The relationship between Grade 5 learners' mathematics achievement and teacher professional development |
| title_fullStr | The relationship between Grade 5 learners' mathematics achievement and teacher professional development |
| title_full_unstemmed | The relationship between Grade 5 learners' mathematics achievement and teacher professional development |
| title_short | The relationship between Grade 5 learners' mathematics achievement and teacher professional development |
| title_sort | relationship between grade 5 learners mathematics achievement and teacher professional development |
| topic | UCTD Achievement Integrated quality management system Teacher professional development Mathematics Continuous professional teacher development SDG-04: Quality education Education theses SDG-04 Sustainable Development Goals (SDGs) |
| url | http://hdl.handle.net/2263/95025 |