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Table 2 Descriptive statistics and paired t test of teachers’ quality level in terms of SEARS-MT dimensions

From: Enhancing mathematics teachers’ quality through Lesson Study

Domains Pre-assessment Post-assessment Mean Diff. t value p value
\(\bar{X}_{1}\) SD \(\bar{X}_{2}\) SD \(\bar{d}\)   α = 0.05.level of significance
Domain 1: professional knowledge 2.6   3.8     
 Knowledge of mathematics 2.4   3.7     
 Knowledge of student’s learning Mathematics 2.2   3.5     
 Knowledge of intellectual quality 2.4   2.9     
  2.40 0.16 3.48 0.40 1.08 2.78 0.0114
Domain 2: professional teaching        
 Mathematical tasks and discourse 2.4   3.6     
 Planning for learning process 2.2   3.5     
 Implementing teaching strategies 2.2   3.9     
 Monitoring, assessment and evaluation 2.4   3.9     
 Use of ICT 2.2   3.3     
  2.28 0.11 3.64 0.26 1.36 5.65 0.0002
Domain 3: Personal and professional attributes        
 Personal attributes 3.6   4.1     
 Personal professional development 2.0   4.0     
 Personal responsibilities towards community 2.6   3.2     
  2.73 0.81 3.77 0.49 1.04 1.23 0.1664
Domain 4: Professional communities        
 Professional ethics 3.2   4.7     
 Professional communities at schools 2.4   3.7     
 Professional communities outside schools 2.0   3.0     
  2.53 0.61 3.8 0.85 1.27 5.03 0.0129
Overall 2.45 0.43 3.65 0.46 1.20 2.84 0.0001
  Practitioner Master    
Weight Mean range Descriptive level
5 4.5–5.0 Expert
4 3.5–4.49 Master
3 2.5–3.49 Practitioner
2 1.5–2.49 Apprentice
1 1.0–1.49 Novice