Keyword: teacher self-efficacy

ABSTRACT: This study explores the influence of teacher characteristics on technological self-efficacy within the context of Ghana’s standard-based curriculum. Utilizing an explanatory sequential mixed-method design, surveyed 280 in-service teachers. Quantitatively, the study found teacher-student interaction characteristics and humanistic and justice characteristics as closely dominated teacher characteristics. As well, these dimensions significantly predicted various aspects of teachers’ technological self-efficacy. Qualitatively, the study established how these characteristics are manifested in teachers’ classroom practices, highlighting the importance of interactive methods and empathy in fostering student engagement and technological competence. The findings underscore the need for tailored professional development programs that address varying levels of technological self-efficacy among teachers. The study concludes that enhancing teachers’ technological self-efficacy requires a holistic approach, integrating technical skills with humanistic values to create inclusive and effective learning environments.

ABSTRACT: This study aimed to examine how teachers’ self-efficacy mediates the relationship between realistic mathematics education and learners’ mathematics achievement, which involved 396 junior high school math teachers and a sample of 7621 students. The study employed a quantitative approach with a correlational cross-sectional descriptive survey design. The questionnaires were developed with consideration for the three main constructs that the study identified. The structural equation model was used to analyze the questionnaires. The findings demonstrated that the application of realistic mathematics teaching methods directly improves students’ mathematical achievement. Once more, students’ achievement in mathematics is directly positively impacted by teachers’ self-efficacy. Ultimately, there was a positive and statistically significant mediation effect of teacher self-efficacy on the relationship between learners’ mathematical achievement results and realistic mathematics education.