Teachers’ Perception of Teaching Mathematics at Secondary Schools in Hyderabad, Sindh
Abstract
Teachers’ perception in teaching plays a crucial role in students’ academic abilities and skills. Their perception and
beliefs impact on students’ academic achievement in learning mathematics. The exploration of the perceptions of
educators ought to be a significant effort seeing that their perception influences their classroom practices that affect
the performance of students. This research study focuses on mathematics teachers’ views and experiences concerning
teaching mathematics at public secondary schools in Hyderabad, Sindh. In present mixed research methodology, the
phenomenology research method was applied to explore teachers’ perception in teaching mathematics while survey
questionnaire was used for quantitative responses. The population of the study was all the mathematics teachers
teaching at secondary school level in district Hyderabad. Sixty Mathematics teachers, thirty males and thirty females,
were nominated using purposive sampling procedure for both quantitative and qualitative data. Data was analyzed
using software SPSS. For qualitative responses, thirty (30) mathematics teachers responded in open ended questions
which were 50% of total sample. Qualitative data collected through open-ended questions from respondents and
analyzed by thematic analysis through six (06) steps proposed by Creswell (2009). This research study is limited to
secondary school level mathematics teachers of district Hyderabad, Sindh. It was concluded that teaching
mathematics needs exceptional skills to teach at secondary school level. Moreover, it is determined that need-based
appointment of subject specialist, motivate learners in learning mathematics by providing a conducive environment
and interactive activities, and ensure lesson planning before teaching, and share classroom challenges with school
head and colleagues for better solution
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