Assessing Mathematics Teachers’ Dispositions

Abstract

The study was aimed at comparison mathematics teacher’s dispositions at secondary level. The research was conducted to distinguish the difference of disposition among teachers on male and female basis as well as on their academic qualification base. One hundred and twenty teachers who were teaching mathematics at secondary level were selected. Data were gathered through stratified sampling technique by administering the questionnaire. The results indicated a statistical difference exist among mathematics teachers on gender basis and also with respect to their qualifications as well within groups. When comparing the mean scores results of the study depicted a significant effect of gender and qualification on teacher’s dispositions towards mathematics. (p<.05). The results of this research indicated that bulk of teachers had significant difference of dispositions towards self, students and insignificant difference of disposition towards colleagues. In addition, the in-service teachers’ DIPS vary and also significant on the basis of their qualifications. It is recommended that larger sample should be taken from public and private school to check and improve teacher’s dispositions. This study should also be carried out on college and university level to assess and enhance teachers’ dispositions.

Keywords

• theoretical models, standards of disposition, disposition.