Assessing Teachers’ Readiness for Mathematics Instruction: Insights from Student Perspectives

Abstract

This study evaluated the perceived readiness of Mathematics teachers at Luuk National High School from the perspective of their students. Utilizing a descriptive-correlational research design, the study included 100 student respondents selected through purposive sampling. Key findings are as follows: The majority of the 100 student respondents are female, within the typical age range for junior high school, and evenly distributed across the four grade levels. Their parents generally have average educational attainment and low-income levels. Students perceive their teachers as frequently prepared to teach Mathematics across three main areas: understanding of student needs in Mathematics, strategies for engaging students, and the implementation of instructional practices. No significant differences were observed in perceived teacher readiness based on students' age, gender, parental education, or family income, except grade level. There is a significant positive correlation among the subcategories of teacher readiness, except between understanding student needs in Mathematics and engagement strategies. The study offers several recommendations: School administrators should enhance support and resources for Mathematics teachers through professional development, mentoring, feedback, and recognition. Mathematics teachers are encouraged to deepen their understanding of student needs, refine their instructional strategies, and collaborate with colleagues to share best practices. Parents should actively support their children's Mathematics education, especially given the low income and educational levels within the community. Students should value and leverage the readiness and resources provided by their teachers. Future research should investigate additional factors influencing teacher readiness, such as school culture, curriculum, assessment methods, and technological integration.