Enhancing Mathematics Education Quality: A PLS-SEM Analysis of Teaching Self-Efficacy, Instructional Behaviours, Learning Motivation, and Learning Approach

Abstract

Improving the quality of mathematics instruction is compatible with the goals of the Cambodia Education Vision 2030. In contrast, there is a lack of research exploring the links between teachers’ characteristics and students’ psychology. This research examined the theoretical basis for the roles of self-efficacy, classroom instruction, motivation, and learning strategies in the quality of mathematics instruction. Using a correlational design, a sample of students attending eight secondary schools in Kampong Cham Province was selected for a questionnaire study. The final sample comprised 1,196 senior high school students aged 17-20 years, who were categorised as non-urban (32.0% male, 43.8% female) and urban (8.9% male, 15.2% female). Partial least squares structural equation modelling (PLS-SEM) was used, and the scale demonstrated satisfactory internal consistency (Cronbach’s alpha α= 0.820). SEM analyses revealed that teaching self-efficacy significantly predicted effective instructional practices that enhanced students’ motivation. Notably, students’ approaches to learning, both deep and surface learning, partially mediated the relationships between instructional practices and academic achievement. In addition, there were significant differences between the urban and non-urban groups in perceived resources and learning motivation. Teacher self-efficacy plays an essential role in creating productive learning environments and stimulating students’ active participation in the learning process. Therefore, the research results can help Cambodian policymakers address this critical issue and improve the quality of education in urban and remote areas, thereby helping the country produce high-quality STEM educators.