Authors : Dr. Tamashwar Budhoo

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/fzjrnvcn

Scribd : https://tinyurl.com/462v6y2t

DOI : https://doi.org/10.38124/ijisrt/26mar1578

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Abstract : In Mathematics, Geometry remains one of the most challenging subjects within the mathematics curriculum, particularly at the middle school level in the Bermuda education system, where students’ academic achievement consistently falls below expected standards in the geometry strand. This paper investigated teachers' perception on geometry instruction and professional development (PD). This qualitative case study employed semi-structured interviews with five middle school mathematics teachers to collect data. The findings of this study indicate that limited access to content-specific PD, a lack of collaboration, and varying levels of teacher self-efficacy significantly impact instructional effectiveness in delivering geometry instruction. The study recommends implementing sustained, team-based, content-focused PD to improve teachers' skills and boost student outcomes.

Keywords : Professional Development, Teacher Self-Efficacy, Teacher Collaboration, Mathematics Education, Geometry.

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