The Influence of Teaching Knowledge, Beliefs, Attitudes and Teaching Competencies on The Practice of Teaching Mathematics in Secondary Schools

Othman, Norkumalasari. The Influence of Teaching Knowledge, Beliefs, Attitudes and Teaching Competencies on The Practice of Teaching Mathematics in Secondary Schools. Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak Darul Redzuan.

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Abstract

The key objective of the study was to identify the structured relationship between Mathematics Teaching Knowledge (P), Mathematics Beliefs (K), Attitudes Towards Mathematics (S) and Mathematics Teaching Competence (Komp) with Mathematics Teaching Practice (AP) among secondary school Mathematics teachers. 392 Mathematics teachers from Negeri Sembilan were selected as respondents through two-stage random sampling. This study was a quantitative analysis conducted by survey using a questionnaire adapted from several previous studies. Data were analysed using Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) using IBM SPSS-AMOS software version 24.0. The researcher performed descriptive statistical data analysis in the first stage to answer the first research question on Mathematics teachers’ perceptions of the study construct. The second stage involved inferential statistics in answering three research questions that included structured model fit testing, structured relationships, and advanced SEM analysis to detect the existence of moderators in the hypothesised structured model. The results established that P, K, S and AP had a high level of perception while Komp had a moderate level of perception. The fit of the proposed study model with the study data obtained was achieved and significant based on all the fit indices (Goodness-of-fit Indexes) set. The results indicated a significant structured relationship between P and AP; K with AP; and S with AP, while Komp had no significant relationship with AP. The researcher found Teaching Experience to have a significant moderator effect between P with AP and S with AP but no significant moderator effect between K and AP. The conclusions of this study offer critical implications for theoretical, methodological and parties interested in planning and formulating the educational policy up to the implementation stage in schools in further enhancing the excellence of effective and quality Mathematics Teaching Practices among secondary school Mathematics teachers in particular.

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