Assessing Teacher Competence on Pedagogical Practices and Student Engagement in Mathematics and Science Education: A Study in South Sudan Primary Schools

Abstract

This study investigates teachers' competencies in pedagogical practices and students' engagement in mathematics and science education in primary schools in South Sudan, a context marked by significant educational challenges, including inadequate infrastructure and a shortage of qualified educators. Using a correlational research design, data were collected through a questionnaire distributed to 350 mathematics and science teachers. The questionnaire measured teachers’ pedagogical competencies, innovative teaching practices and approaches to gender sensitivity. Findings indicate moderate overall teacher competence, particularly in providing feedback and engaging students through participatory learning methods. However, notable gaps exist in lesson planning and team teaching. The study also highlights disparities in teachers’ perceptions of students' capabilities by gender and underscores the need for professional development on gender-responsive training. Recommendations include enhancing teacher training by establishing continuous assessment mechanisms to improve student engagement and educational outcomes, ultimately contributing to the socio-economic development of South Sudan.