Authors : Edward Lamin Monya Junior; Mustapha Ansumana; Alhaji. Mohmed Hamza Cotenh

Volume/Issue : Volume 10 - 2025, Issue 9 - September

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DOI : https://doi.org/10.38124/ijisrt/25sep1148

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Abstract : This study examines the academic qualifications and professional development (PD) access of mathematics teachers in Kailahun District, Sierra Leone, a region grappling with significant educational challenges exacerbated by post-conflict recovery and rural disparities. A mixed-methods approach was employed, utilizing surveys with 100 mathematics teachers, semi-structured interviews with 10 educational administrators, and a review of national policy documents. Findings indicate a critical shortage of qualified personnel, with only 45% of teachers holding a bachelor’s degree and 25% lacking any formal mathematics training. PD access is severely limited, with 60% of teachers attending fewer than two workshops in three years. Key systemic barriers identified include inadequate funding, logistical constraints, geographic isolation, and weak policy enforcement. The study concludes that the current state significantly hinders instructional quality and student achievement in mathematics. It recommends mandatory certification standards, government-funded and decentralized PD programs, strategic partnerships with NGOs, and the integration of technology to enhance teacher capacity and improve learning outcomes in this underserved context.

Keywords : Teacher Qualifications, Professional Development, Mathematics Education, Rural Education, Sierra Leone, Educational Policy, Sub-Saharan Africa.

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