Perceptions and practices of mathematics teachers' de-privatised practices

Considering the lower achievements of Mathematics in Fiji, this study has tried to provide a mechanism to promote de-privatisation of Mathematics teachers’ classrooms. However, before doing so, it was essential to determine Mathematics teachers’ perceptions of de-privatisation and evidence the current practices that were in place. Employing a mixed approach, data were gathered from six secondary schools using on-line questionnaire and semi-structured interviews. A total of 43 questionnaires and 9 interviews were analysed using quantitative and qualitative methods respectively. The major findings to emerge from the teachers were: 1) deprivatised practices in schools help improve teachers’ instructional practice; 2) close colleagues and the heads of department play a vital role in teacher improvement; 3) the major challenge teachers face in regard to de-privatisation of classrooms are the school culture and the workload; 4) school administrators play a vital role in promotion of de-privatised practices. Overall, the analysis of data has established that Mathematics teachers mostly are hesitant to engage in the de-privatised practices, hence there is a need to promote de-privatisation in Mathematics classrooms.