Abstract

The objectives of this research were: 1) to study the components and indicators of learning management competency for mathematics teachers to enhancing analytical thinking; and 2) to examine the consistency and fit of a proposed model describing the components and indicators for enhancing the learning management competency of mathematics teachers to foster analytical thinking. The sample group for this research was comprised of 260 secondary school teachers from the Northeast Region affiliated with the Office of the Basic Education Commission. The sample size was determined using a 20:1 ratio relative to the number of parameters, and a multi-stage random sampling technique was employed. The research instrument was a questionnaire designed to develop components and indicators of learning management competency to enhancing analytical thinking among mathematics teachers. The questionnaire demonstrated an acceptable Index of Item-Objective Congruence (IOC), ranging from 0.80 to 1.00, with a discriminatory power measured by Pearson Product Moment Correlation ranging from 0.252 to 0.857, and with a reliability of 0.977, as measured by Cronbach’s alpha coefficient (α) for the entire instrument. Confirmatory Factor Analysis (CFA) was used to analyze the data.

The findings revealed two principal outcomes: 1) the components and indicators of the learning management competency of mathematics teachers to enhance analytical thinking, derived from a systematic synthesis of extant literature and empirical research, three fundamental components were identified: (1) curriculum, (2) learning management, and (3) measurement and evaluation. These components were further defined by a total of 13 indicators. 2) The examination of the consistency of the components model and indicators of learning management competency of mathematics teachers to enhance analytical thinking with empirical data found that (χ²) was equal to 55.319, degrees of freedom (df) was equal to 45, the chi-square value was the correlation (χ²/df) is equal to 1.229. The statistical significance (p-value) was 0.139, and the goodness-of-fit index (GFI) was 0.970. The Comparative Fit Index (CFI) was equal to 0.995, the Normed Fit Index (NFI) was equal to 0.974. The Root Mean Residual Index (RMR) was equal to 0.019. The Root Mean Square Error of Approximation (RMSEA) was equal to 0.030, indicating that this tool can be used to evaluate the learning management competency of mathematics teachers in fostering analytical thinking.

This work is licensed under a Creative Commons Attribution 4.0 License.