Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study

Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study

Wendy Mashologu , Joseph Baidoo , Nomaroma Kumanda , Bulelwa Makena , Harry Kasumba , Godfrey Mutesasira & Anthony Kambi Masha

Issue: Vol.6 No.15 Article 6 pp. 4300 – 4311
DOI: https://doi.org/10.38159/ehass.20256156| Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study explored the development of pedagogical competence among Grade 4 mathematics teachers in South Africa, addressing the critical gap between content knowledge and effective teaching strategies. Employing a qualitative phenomenological approach, data was collected through systematic observations of 65 teachers and semi-structured interviews with 8 participants from the Chris Hani East Education District. The analysis identified four key themes: the necessity of contextually relevant professional development, pedagogical transformation, implementation and adaptation and barriers, and the importance of ongoing support mechanisms. The findings reveal that targeted professional development programs incorporating these pedagogical strategies significantly enhance teachers’ confidence and effectiveness. This supports existing literature emphasising the need to bridge the gap between content knowledge and pedagogical skills, particularly in mathematics education, which is foundational for STEM disciplines. The study contributes valuable insights into effective professional development practices that can improve teaching outcomes and student engagement in mathematics. By addressing systemic challenges such as resource scarcity and inadequate training, this study aims to inform educational stakeholders and policymakers about the importance of tailored professional development initiatives, ultimately benefiting student learning and fostering a deeper appreciation for mathematics in South Africa.

Keywords: Mathematics Education, Pedagogical Competence, Pedagogical Content Knowledge, Phenomenological Study, Professional Development.

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ABOUT AUTHOR(S)

Dr Mabel-wendy Mashologu, a pensioner having a contract with Walter Sisulu University in South Africa as a Research Associate in the Department of Continuing Teacher Professional Development. Her key performance areas are the D.Ed supervisor; she developed an interest in research for publication, which led her to acquire research skills. When she joined as a lecturer in research methodology, she discovered that many teachers have content gaps in the subjects they teach. Hence, her field of research is in Teacher Training and Professional Development. Throughout her career, she published 28 research articles in Department of Higher Education-accredited journals. As a seasoned researcher, she aims to continue publishing research papers in the field of education, including a mathematics research project to start in 2024, focused on in-service teachers’ development.

Joseph Baidoo is a Senior Lecturer in the Department of Mathematics, Science and Technology Education at Walter Sisulu University, where he teaches Mathematics and Mathematics Education. He earned his bachelor’s, master’s, and doctoral degrees in Mathematics Education from the University of Johannesburg. His research interests centre on Mathematics Teacher Education and Blended Learning. Baidoo serves as a reviewer for several academic journals, including the African Journal of Teachers Education and Development, and has authored numerous articles and book chapters published both nationally and internationally. He is also an active member of the Faculty Research and Higher Degrees Committee and the South African Association for Mathematics, Technology, and Science Education.

Professor Bulelwa Makena is an Associate Professor of Language Education and a Deputy Head of the Department (HoD). She has served as a member of the Faculty Higher Degrees Committee and Ethics Committee at Walter Sisulu University, South Africa. As a self-motivated, achievement-oriented scholar, she is an author who has published extensively in scientific journals on DHET-accredited platforms. She currently offers modules within the Bachelor of Education Honours programme. Her areas of interest are language acquisition and educational management.

Dr. Nomaroma Kumanda is a Senior Lecturer at the Walter Sisulu University in the Department of Initial Primary Education.

Dr. Harry Kasumba is a Senior Lecturer in the Department of Adult & Educational Foundations, offering professional studies and geography.

Dr. Godfrey Mutesasira is a Senior Lecturer at the Walter Sisulu University in the Department of Humanities and Creative Arts.

Dr. Anthony Kambi Masha is a Senior Lecturer at the Walter Sisulu University in the Department of Public Management and Governance, Walter Sisulu University, South Africa.

TO CITE ARTICLE

Mashologu, Wendy, Joseph Baidoo, Nomaroma Kumanda, Bulelwa Makena, Harry Kasumba, Godfrey Mutesasira & Anthony Kambi Masha. “Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study,” E-Journal of Humanities, Arts and Social Sciences 6, no. 15 (2025): 4300 – 4310, https://doi.org/10.38159/ehass.20256156.