Abstract:
This study examined the innuence of the Diploma 111 Basic Education (DBE)
programme run by Colleges of Education on beginning teachers' teaching
efficiency in mathematics. The study employed sequential explanatory mixed
method design . In all, the study used 184 teacher participants comprising 104
beginning and 80 in-service teachers selected using multistage sampling techniques
- simple random, purposive and proportionate sampling. Observation schedule,
questionnaire and semi-structured interview guide were used to collect data which
were analysed and discussed within the framework of Val siner's Zone Theory. The
quantitative data were analysed using descriptive statistics (mean, standard
deviation) and inferential statistics (independent sample t-test, one-way analysis of
variance - ANOVA) while the qualitative data were analysed narratively. It was
found that the DBE programme was effective in building the teaching practices and
altitude of beginning teachers. The teaching practices of the DBE trained teachers
were rated very high. There was no statistically significant difference between
teaching practices of beginning teachers and in-service teachers. Attitude of the
beginning teachers towards teaching ofmathematics was also positive. Overall , the
beginning teachers perceived the training programme as being useful. However,
teaching practices and attitudes of beginning teachers were found to differ across
specialties (early childhood, primary and junior high). It was therefore
recommended that Mentoring Universities should consider extending the duration
of the method of teaching mathematics course from one semester to at least two
semesters to gi ve room to preservice teachers to internali se the content of the
methods course to improve teaching efficiency. Suggestions were made for further
studies.
