Pre-service Training Programmes and Teacher Efficacy in Enhancing Mathematics Achievement Among Kenyan Primary School Students: A Survey Analysis

Pre-service training programmes are pivotal in developing teachers' efficacy beliefs, which can influence their ability to enhance student learning outcomes, particularly in mathematics among primary school students. A survey research design was employed to gather data from a sample of teachers across Kenya. Quantitative methods were used for statistical analysis, including regression models to explore relationships between pre-service training and student performance in mathematics. The findings indicate that teachers who completed comprehensive pre-service training programmes demonstrated significantly higher efficacy beliefs, which correlated with better mathematical achievement scores among their students. Pre-service training programmes play a crucial role in enhancing teacher efficacy beliefs, thereby positively impacting the academic success of primary school mathematics learners in Kenya. Educational policymakers should prioritise investing in robust pre-service training for teachers to ensure they are equipped with effective teaching strategies and enhanced efficacy beliefs. Pre-service Training, Teacher Efficacy, Mathematics Achievement, Primary School Students, Kenya