Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development

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

Issue: Vol.6  No. 5 2025 Article 5 pp.309 – 327
DOI : https://doi.org/10.38159/jelt.2025655 | Published online 19th june, 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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South Africa’s education system, which experienced segregation during apartheid, has since adapted to democracy. However, mathematics teachers face challenges such as instructional approaches and a lack of understanding of abstract mathematical ideas. These issues can lead to poor performance and hinder scholastic achievement. Curriculum instruction and continuing professional teacher development (CPTD) are crucial for addressing these challenges. Addressing these issues requires a holistic approach, including instructional methods, assessment strategies, and support mechanisms tailored to students’ needs. This study investigated the relationship between CPTD and mathematics teaching effectiveness in the intermediate phase. Survey data from IPMTs in Chris Hani East showed a significant association between CPTD’s perceived importance and confidence in implementing effective teaching strategies. The results reject the null hypothesis that IPMTs do not require CPTD to improve productivity and mathematical performance. The study also found that all IPMTs, regardless of experience or confidence levels, can benefit from CPTD. The findings suggest that CPTD should be institutionalized as a mandatory component of teacher development programmes, and that professional development initiatives should build confidence in applying new strategies. The paper contributes to scholarship by informing policy-makers of the importance of CPTD to enhance the skills of mathematics teachers which in turn improves mathematical performance.

Keywords: Continuing Professional Teacher Development, Mathematics, Support, Learning, Pupils, Outcomes

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Dr. Anthony Kambi Masha is a senior lecturer at the Walter Sisulu University and holds a PhD from the University of Fort Hare, South Africa. He has a stellar array of academic qualifications and is well-published in DHET-accredited journals. He lectures undergraduate and graduate students and is an external examiner for master’s and doctoral studies at six universities in South Africa.

Dr. Wendy Mashologu is a retired academic who was based at the Walter Sisulu University.

Dr. Joseph Baidoo is a Senior Lecturer at the Walter Sisulu University in the Department of Mathematics, Science and Technology Education.

Dr. Nomaroma Kumanda is a Senior Lecturer at the Walter Sisulu University in the Department of Initial Primary 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 and achievement-oriented scholar, she is a scholar and an author who has extensively published scientific papers on DHET-accredited platforms. She currently offers modules within the Bachelor of Education Honours programme. Her area of interest is language acquisition and education management.

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.

Masha, Anthony Kambi, Wendy Mashologu, Joseph Baidoo, Nomaroma Kumanda, Bulelwa Makena, Harry Kasumba, and Godfrey Mutesasira. “Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development.” Journal of Education and Learning Technology 6, no.5 (2025): 309 – 327. https://doi.org/10.38159/jelt.2025655

© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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