Teaching Styles Pattern: A Survey of Mathematics Teacher's Preferences in Primary School

Abstract

In the current wave of educational reforms, understanding teaching styles of mathematics can help modify strategies for effective teaching. This survey research which using quantitative approach was aimed to identify teaching styles pattern by primary school mathematics Year 5 teachers. The research population consists of 506 Year 5 mathematics teachers from Malacca primary school. A total of 217 mathematics teachers were randomly selected as respondents. Data were collected through a translated version of Grasha Teaching Style Inventory. Descriptive statistics were analyzing the finding. Statistical inference is used to analyze the difference in teaching style based on the teachers' background, which is gender and teaching experience. In direction of the data with means, frequencies, t-test and one way ANOVA; the formal authority is the dominant, which is for male year 5 mathematics teachers, while female mathematics teachers prefer to personal model teaching style. Meanwhile, formal authority was the highest means for teaching experience over 21 years. The was a statistically significant difference between the male and female teacher in delegator style. Likewise, there was a significant difference in teachers teaching style based on teaching experience in expert style and formal authority style. Teachers need to diversify teaching styles in teaching.