Teachers' Readiness Mathematics pre-service teachers’ readiness and the contributing factors
DOI:
https://doi.org/10.37134/jrpptte.vol15.2.10.2025Keywords:
Contributing factors to readiness, pre-service teachers, professional knowledge, professional practice, professional engagement, self-managementAbstract
Pre-service teachers are expected to shape excellent education in the nation. However, their readiness for the teaching profession remains uncertain, as their ability to address challenges significantly influences their preparation. As technology integration progresses, the challenges of teaching mathematics are increasing. It is crucial to identify the most current factors that affect pre-service teachers' readiness to teach mathematics, thereby ensuring a promising future for mathematics educators. Hence, this study was designed to investigate the key teaching factors that influence pre-service teachers' readiness in the endeavours. Using a quantitative approach and focusing on a correlational research design, this study investigated the relationship between readiness and the relevant factors. A stratified random sampling was employed to select 118 students from a public university in Malaysia to answer the questionnaire. The findings revealed that pre-service teachers’ valuing, motivation, and health and safety issues had moderate positive correlations with readiness to teach mathematics, while teaching-learning conditions and parents’ educational backgrounds had weaker correlations. The regression analysis also showed that the three factors—pre-service teachers' ideas about the value of math, their motivation, and their concerns about health and safety—explained 47.3% of the variation in readiness. Parents' educational backgrounds and how they saw their children learning did not affect the model. This study provides universities with guidelines for designing effective programmes to improve pre-service teachers' readiness to teach mathematics.
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