The Influence Of Teacher’S Socioeconomics Status, Teacher’S Competency And School Facilities On Effective Mathematics Teaching In Kumasi Metropolis

Abstract

This study looks at the influence of effective mathematics instruction, with a particular emphasis on the socioeconomic status of the teachers, school infrastructure, and teacher competency. It is critical to comprehend the factors that contribute to good mathematics instruction because mathematics education is a critical factor in determining a student's cognitive development and future academic achievement. Through a convenient sampling technique, 270 mathematics instructors were chosen as the sample. The data was quantitatively analyzed using The Structural Equation Model, specially Amos (ver. 23) software was used to analyzed the study data collected. The study findings reviewed that, teacher competency had a positive effect but statistically insignificant on effective mathematics teaching. In addition, teacher socio-economic status had a direct positive effect and statistically significant on effective mathematics teaching. Moreover, school facilities had a direct positive effect and statistically significant effect on effective mathematics teaching. Finally, the relationship between teacher socio-economic status and mathematics teachers’ competency was positive and statistically significant. The study recommended that, teachers must implement consistent and organized evaluations of teachers' mathematical proficiency.