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COUNSELLING IMPLICATIONS ON THE ROLE OF THE NEW MATHEMATICS TEACHER IN THE TEACHING AND LEARNING OF MATHEMATICS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides an overview of the counseling implications on the role of new mathematics teachers in the teaching and learning of mathematics. The aim of this study is to explore the significance of counseling in supporting new mathematics teachers and enhancing their effectiveness in the classroom. The role of the mathematics teacher in the teaching and learning process is crucial, and understanding the counseling implications can contribute to their professional development and overall success.
The study investigates the challenges faced by new mathematics teachers, such as classroom management, instructional strategies, student engagement, and addressing individual learning needs. These challenges can often be overwhelming and may affect the teacher’s confidence and ability to effectively deliver mathematical concepts to their students. Educational counseling can play a vital role in addressing these challenges and improving the overall teaching and learning experience.
The implications of counseling on the role of new mathematics teachers are manifold. Firstly, counseling can provide support in developing effective instructional strategies tailored to the diverse needs of students. By offering guidance on differentiated instruction and classroom management techniques, counselors can help new teachers create a positive learning environment that fosters student engagement and participation.
Secondly, counseling can assist new mathematics teachers in building their self-efficacy and confidence. Through mentorship programs, reflective practices, and professional development opportunities, counselors can help teachers develop a strong sense of self-belief and overcome any self-doubt that may hinder their teaching effectiveness.
Thirdly, counseling can facilitate the development of effective communication and interpersonal skills. Mathematics teachers who can establish positive relationships with their students are more likely to create an inclusive classroom environment where students feel comfortable asking questions, seeking help, and engaging in collaborative learning.
Lastly, counseling can support new mathematics teachers in managing stress and burnout. The teaching profession can be demanding, and counselors can provide strategies for stress management, self-care, and work-life balance. By promoting teacher well-being, counseling can help sustain the teacher’s enthusiasm, passion, and commitment to their profession.
In conclusion, this study highlights the counseling implications on the role of new mathematics teachers in the teaching and learning of mathematics. By addressing the challenges faced by new teachers, enhancing their instructional practices, and promoting their overall well-being, counseling can significantly contribute to the professional development and success of mathematics educators. Further research is needed to explore specific counseling interventions and their effectiveness in supporting new mathematics teachers in their journey towards becoming effective educators.
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