Authors: Jackson Matsanga
Abstract: Teacher knowledge and teacher efficacy have long been recognised as important determinants of effective teaching and learning. This study examined the influence of teacher knowledge and teacher efficacy on students’ learning outcomes in Mathematics in selected secondary schools in Bududa District, Uganda. A cross-sectional survey design incorporating quantitative and qualitative approaches was used. Data were collected using questionnaires, interviews, classroom observations and Mathematics achievement measures. Quantitative data were analysed using descriptive statistics and Spearman’s rank correlation, while qualitative evidence was organised thematically and used to enrich interpretation. The findings indicated positive relationships among teacher knowledge, teacher efficacy and students’ learning outcomes. Teachers who demonstrated stronger subject-matter understanding, pedagogical competence and confidence in instructional practice were better positioned to explain mathematical concepts, manage learning activities, motivate learners and respond to learning difficulties. The study further indicated that teacher knowledge and efficacy were mutually reinforcing: professional competence strengthened instructional confidence, while successful teaching experiences reinforced teachers’ beliefs in their capabilities. The study concludes that improving Mathematics achievement requires simultaneous attention to teachers’ content knowledge, pedagogical competence and professional efficacy. Continuous professional development, supportive instructional supervision, adequate teaching resources and strengthened teacher preparation are recommended.
DOI: http://doi.org/10.5281/zenodo.21868584
