Assessing Mathematics Teachers' Needs: Implications for Professional Development
The purpose of this study was to identify the perceived professional needs of mathematics teachers in selected Malaysian secondary schools. A set of questionnaires of a Modified Mathematics Teacher Inventory of Needs was distributed to school teachers. These teachers were asked to report their perceived needs. The items in the questionnaires were divided into six categories, namely materials, new knowledge, methods of teaching, teaching marginal students, technology use and measurement. Descriptive statistics were employed in this study. Analysis of data revealed that the highest rated perceived needs were related to ICT usage, followed by delivery of mathematics concepts and remediation of low achievers. The least preferred perceived needs were related to selection of new text book, developing an instructional plan and updating content knowledge. These findings and results were discussed in relation to existing literature and the supporting ideas. Finally, limitations of this study were pointed out, implications for professional development were presented and recommendations for future studies were made.
Keywords: Mathematics Teacher, Needs, Professional Development
Dr. Effandi Zakaria
Senior Lecturer, Department of Method and Educational Practice
Md. Yusof Daud
Lecturer, Department of Educational Foundation