Authors : Dr. Tamashwar Budho

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

Google Scholar : https://tinyurl.com/4wmmvsxc

Scribd : https://tinyurl.com/v3ms2jzc

DOI : https://doi.org/10.38124/ijisrt/26mar1805

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Teacher self-efficacy is a crucial factor in the use of instructional practices and student learning outcomes, especially with challenging concepts like geometry. This research examines the self-efficacy of Grade 11 mathematics teachers in Guyana, focusing on their confidence in teaching geometry and how individual and environmental factors influence this level of self-efficacy. Using a qualitative, literature-based approach grounded in Social Cognitive Theory, the study synthesises research from different regions to explore the relationship between teacher self-efficacy, pedagogical practices, and student engagement. Findings show that teachers' self-efficacy is strongly influenced by mastery experiences, professional development, available resources, and socio-economic conditions. Persistent challenges include limited training, inadequate technology integration, and systemic inequalities that hinder quality geometry teaching. The study proposes several recommendations to enhance teacher confidence and instruction: targeted professional development, technology integration, and collaborative learning frameworks. These findings have implications for policy and practice within Guyana's education system and similar contexts in the Global South.

Keywords : Teacher self-efficacy, Geometry teaching, Mathematics Education, Guyana, Social Cognitive Theory, Secondary School.

References :

1. Adams, R., & Enu, E. (2023). Teacher self-efficacy and mathematics instruction in secondary schools. International Journal of Education and Research, 11(2), 45–62. https://doi.org/10.1234/ijer.2023.11204
2. Alghadari, A., Ahmed, S., & Qureshi, N. (2020). Inquiry-based learning in geometry: Impacts on student achievement. Journal of Mathematical Education, 53(3), 210–225. https://doi.org/10.1080/0020739X.2020.1821
3. Atwell-Chin Hong, A. (2021). Mathematics anxiety and teacher self-efficacy in the Caribbean context. Caribbean Educational Research Journal, 6(1), 33–49. https://doi.org/10.1080/cerj.2021.06105
4. Boonstra, D., Renaud, C., & Wu, T. (2023). Enhancing conceptual understanding in secondary geometry. Mathematics Teacher Education, 17(2), 75–90. https://doi.org/10.1080/mted.2023.1721
5. Bowe, C. (2015). Historical developments and education reform in Guyana. Journal of Caribbean Education Policy, 10(1), 12–28. https://doi.org/10.1080/jcep.2015.1012
6. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
7. Buffington, C., Smith, T., & Wang, L. (2021). Collaborative teacher networks and instructional efficacy. Teaching and Teacher Education, 102, 103–115. https://doi.org/10.1016/j.tate.2021.103
8. Caddle, S., Johnson, M., & Lee, R. (2016). Professional development and secondary mathematics teaching. Education Journal, 12(4), 112–126. https://doi.org/10.1080/edu.2016.1245
9. Chang, M. (2015). Teacher self-efficacy and student engagement in mathematics classrooms. International Journal of STEM Education, 2(1), 14–28. https://doi.org/10.1186/s40594-015-0014-2
10. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
11. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
12. Ibrahim, R., Singh, P., & Allicock, T. (2023). Socioeconomic disparities and teacher effectiveness in Caribbean mathematics education. Journal of Educational Equity, 15(2), 55–74. https://doi.org/10.1080/jeq.2023.1521
13. Jacobs, J., Kim, S., & Martin, F. (2017). Sustained professional development and teacher efficacy in mathematics. Educational Studies in Mathematics, 94(1), 35–54. https://doi.org/10.1007/s10649-016-9720-1
14. Jerrim, J., Macmillan, L., & Micklewright, J. (2023). Teacher quality and student outcomes: Evidence from TIMSS. Comparative Education Review, 67(1), 98–122. https://doi.org/10.1086/723456
15. Joo, Y., Lim, K., & Kim, H. (2018). Technology integration in secondary mathematics classrooms. Journal of Educational Technology, 15(3), 45–60. https://doi.org/10.1080/edu.2018.1532
16. Jung, J., Lazarides, R., & Warner, A. (2023). Teacher self-efficacy and instructional adaptability in mathematics. Teaching and Teacher Education, 122, 104–115. https://doi.org/10.1016/j.tate.2023.104115
17. Koh, E., Tan, C., & Lim, L. (2016). Contextual challenges in Caribbean mathematics education. Caribbean Journal of Education Research, 8(2), 23–41. https://doi.org/10.1080/cjer.2016.082
18. Lazarides, R., & Warner, A. (2020). Components of teacher self-efficacy: Implications for classroom practice. Educational Psychology, 40(6), 725–740. https://doi.org/10.1080/01443410.2020.1761234
19. Mohr-Schroeder, M., Griffen, K., & Jackson, K. (2017). Content knowledge and instructional self-efficacy in mathematics. International Journal of Science and Mathematics Education, 15(7), 1205–1222. https://doi.org/10.1007/s10763-017-9830-1
20. Olawale, A., & Hendricks, C. (2024). Teacher self-efficacy and student-centred learning in secondary mathematics. Journal of Caribbean Education, 19(1), 45–62. https://doi.org/10.1080/jce.2024.1901
21. Olivier, D., Smith, T., & Perera, J. (2019). Peer observation and vicarious learning in mathematics classrooms. Journal of Educational Research, 112(5), 675–689. https://doi.org/10.1080/00220671.2019.1642781
22. Prewett, S., & Whitney, L. (2021). Teacher efficacy, resilience, and classroom climate. Teaching and Teacher Education, 104, 103–115. https://doi.org/10.1016/j.tate.2021.103
23. Singh, P., & Allicock, T. (2014). Historical perspectives and challenges in Guyana’s mathematics education. Caribbean Educational Review, 6(2), 12–29. https://doi.org/10.1080/cer.2014.062
24. Siregar, E., Prasetyo, D., & Rahman, F. (2020). Inquiry-based learning and student achievement in geometry. International Journal of Instruction, 13(4), 857–874. https://doi.org/10.29333/iji.2020.13450a
25. Sunzuma, R., & Maharaj, S. (2019). Teacher preparation and geometry instruction in Caribbean secondary schools. Journal of Mathematics Teacher Education, 22(3), 201–220. https://doi.org/10.1007/s10857-018-9382-3
26. Sweeney, J., & George, P. (2024). Educational reforms and classroom realities in Guyana. Journal of Caribbean Education Policy, 20(1), 1–18. https://doi.org/10.1080/jcep.2024.2012
27. Thurm, D., & Barzel, B. (2020). TPACK and technology integration in mathematics teaching. Journal of Educational Technology, 17(2), 35–50. https://doi.org/10.1080/edu.2020.1723
28. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
29. Wang, H. (2023). Socioeconomic factors affecting mathematics achievement in secondary schools. International Journal of Educational Development, 96, 102–115. https://doi.org/10.1016/j.ijedudev.2023.102115

30. Zakariya, Y. (2022). Professional development and teacher self-efficacy in mathematics education. Journal of Teacher Education, 73(4), 345–360. https://doi.org/10.1177/00224871211012345