Teachers Attitude Towards Teaching Mathematics at Upper Primary Levels in Fiji’s Primary Schools: A Case Study of the Western Primary Schools

Ruveni Tuimavana, Nikleshwar Datt


Teachers’ perceptions of teaching mathematics at upper are important as they do have a strong influence on the pedagogies utilized in daily classrooms. The purpose of this study was to gauge the perceptions of teaching mathematics in Upper primary schools in Fiji. Primary school teachers in Fiji are general teachers where they are expected to teach all the subject areas under the curriculum including mathematics. Literatures have indicated that teachers’ pedagogy is being influenced by experience, self-confidence and motivation for teaching the subject.

A survey using five point Likert type scale and open-ended questions was administered to upper primary school teachers in the Western division of the Fiji islands. Purposive sampling was utilised to select the school and a total of fifty four teachers participated in the survey. Quantitative data was analysed using the Statistical Package for Social Scientists (SPSS) whilst qualitative data gathered during the ‘talanoa’ sessions was analysed using thematic approach. All data collected was synthesised according to the mixed methods conventions and findings are discussed according to the research questions and pertinent emerging themes. Results indicate that in general upper primary school teachers are predominantly males and are relatively equipped with the necessary pedagogies to impart the upper primary curriculum in Fiji. However there could always be room for improvement in certain areas in order to improve educational delivery especially in teaching mathematics in upper primary.


Mathematics, primary numeracy, teacher preparedness, upper primary & teachers attitudes

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