Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa

Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa

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

Issue: Vol.6 No.8 Article 25 pp.1608 – 1624
DOI: https://doi.org/10.38159/ehass.20256825 | Published online 25th July, 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 qualitative research empowers intermediate teachers on students’ problem-solving abilities and engagement with mathematical concepts by integrating goal setting, self-regulation, and metacognitive approaches. A student-centered theory served as the foundation for the investigation. Data collection involved semi-structured interviews with participants, while thematic analysis was utilized to interpret the data and capture participants’ perspectives. The methodology was rooted in an interpretive paradigm using a case study approach. The findings revealed that self-engineering techniques cultivate a growth mindset, promote learner confidence, and enhance resilience in confronting complex mathematical problems. However, inadequate teacher training and time constraints hinder effective implementation. This study identified the need for professional development programs that equip teachers with essential skills, thereby paving the way for innovativeness and improvements in mathematics education within primary schools. Recommendations include establishing structured development programs tailored to varying teacher experience levels, mentorship initiatives that encourage collaboration, integration of interdisciplinary teaching methods, targeted training for technology incorporation, and fostering a culture of continuous feedback and assessment. Furthermore, schools should nurture collaborative learning environments that focus on group projects, contextualized lessons linked to real-world applications, and mechanisms for consistent feedback for educators. Ongoing research is suggested to assess the impact of these strategies alongside community engagement to strengthen support for enhanced mathematics education.

Keywords: Empowering, Integration, Self-Engineering, Problem-Solving Skills.

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ABOUT AUTHOR(S)

Godfrey Mutesasira is a Senior Lecturer and a faculty member in the Department of Humanities and Creative Arts at Walter Sisulu University, South Africa. His research interests include cultural studies and Creative Arts and Education. He is an active researcher with ORCID ID [0000-0002-2986-1782], contributing to academic discourse through publications and community engagement.

Bulelwa Makena is an Associate Professor in the Department of Continuing Professional Teacher Development Education at Walter Sisulu University. Her expertise lies in teacher training, professional development, and education strategies. She maintains an active research profile with ORCID ID [0000-0001-7340-3001], focusing on enhancing teaching methodologies and lifelong learning opportunities in South Africa.

Harry Kasumba is a Senior Academic in the Department of Adult and Educational Foundations at Walter Sisulu University. His research areas include adult education, educational policy, and lifelong learning. With ORCID ID [0000-0002-9378-2894], he contributes to scholarly work aimed at improving adult education systems and policies within the region.

Anthony Kambi Masha is a faculty member in the Department of Public Management and Governance at Walter Sisulu University. His research interests encompass public administration, governance, and policy analysis. He actively publishes on topics related to public sector reform and governance, with ORCID ID [0000-0001-9306-0042].

Nomaroma Kumanda serves as a Senior Lecturer in the Department of Initial Primary Education at Walter Sisulu University. Her focus is on early childhood education, curriculum development, and pedagogical strategies. She is an active researcher with ORCID ID [0000-0003-0339-0529], dedicated to improving primary education practices in South Africa.

Joseph Baidoo is a Senior Lecturer in the Department of Mathematics, Science and Technology at Walter Sisulu University. His research interests include mathematics education, STEM teaching, and curriculum innovation. With ORCID ID [0000-0001-6342-8037], he contributes to advancing science and technology education through scholarly publications and practical initiatives.

TO CITE ARTICLE

Mutesasira, Godfrey, Bulelwa Makena, Harry Kasumba, Anthony Kambi Masha, Nomaroma Kumanda, and Joseph Baidoo. “Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve Their Performance in Mathematics in Chris Hani East District, South Africa.” E-Journal of Humanities, Arts and Social Sciences 6, no. 8 (2025): 1609–24. https://doi.org/10.38159/ehass.20256825.