The Influence of Teachers’ Professional Development in the Teaching of Mathematics in Grade 2 in Sibasa Circuit

Abstract

This qualitative research investigated the influence of teachers’ professional development in the teaching of Mathematics in Grade 2 in the Sibasa Circuit. This study addressed a significant gap in understanding how professional development programmes influence teaching practices, shaping learners' mathematical understanding and future academic progress, and teaching strategies of Grade 2 teachers in this context. Guided by an interpretive paradigm grounded in constructivist theory, the study adopted a qualitative research approach. The target population of this study consisted of all Grade 2 teachers in the Sibasa Circuit. Using purposive sampling, three (3) primary schools among the nineteen (19) with the highest number of Grade 2 classes were selected. A purposive sample of six Grade 2 teachers participated in the study, with two teachers drawn from each selected school. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were examined using thematic analysis to identify common patterns and ideas about how professional development affects the teaching of mathematics in Grade 2. The findings indicate that professional development has had a limited influence on enhancing mathematics teaching practices in Grade 2. A greater allocation of time to structured and formal teacher professional development programmes is recommended. This study aimed to contribute to teachers' continuous professional growth.