Supporting the quality of mathematics teaching through lead teachers

• Published in: African journal of teacher education and development Vol. 4; no. 1; pp. e1 - e10
• Main Authors: Motseki, Puleng, Jojo, Zingiswa, Gumbo, Mishack
• Format: Journal Article
• Language: English
• Published: AOSIS 11.08.2025
• Subjects: lead teachers; mathematics teachers; mathematics teaching; quality instruction; school; teaching practice supervision
• ISSN: 2958-8650; 2958-0986
• DOI: 10.4102/ajoted.v4i1.98

Background: Mathematics lead teachers play an important role in supporting the mathematics teaching and learning. These are often ordinary teachers who take on the added responsibility of executing leadership activities in strengthening mathematics instruction in schools. This is attributed to several strategies of plan, do, check, and act in supporting teaching activities. Aim: This study aimed to support quality mathematics teaching in the further education and training phase through lead teachers. Setting: Mathematics, Science and Technology Agency in Mpumalanga served as the research setting. Methods: The research adopted the qualitative research approach and a multiple case study research design. Interviews were used as the instruments for data collection from the focus groups. Results: Findings from the thematic analysis revealed factors such as qualifications, experience, knowledge of the subject matter, pedagogical content knowledge, assessment and collaborative efforts by lead teachers can enhance the quality teaching of mathematics in STEM disciplines. Conclusion: Schools should have a structure and a developmental practice for work if a development plan is to be successfully implemented and conducted. Furthermore, the study presented in this article has shown how teacher ownership and a shared overarching goal must be the foundation and form the basis for participating in a practice-based development programme. The findings further indicate that when the roles involved in the development work are clearly defined, the goal-directed actions by teachers in the shared community have the potential to enhance learner achievement.