Validation of the Mathematics Teaching Model for Malaysian High School Teachers: A Structural Equation Modelling Analysis

Mathematics is a challenging yet essential subject that plays a vital role in professional success. Therefore, strengthening students' mathematical abilities requires effective teaching approaches. This study aims to validate a mathematical teaching model for high school teachers in Malaysia. Employing a quantitative cross-sectional survey design, data were collected from 374 high school teachers selected through simple random sampling, meeting the minimum requirements for factor analysis and SEM validation. Structural Equation Modelling (SEM) was applied using various fit indices, including RMSEA, GFI, CFI, TLI, and Chi-square, which confirmed the model's structural validity. Discriminant validity was established, as diagonal matrix values exceeded those of other cells, and each construct demonstrated adequate reliability and convergent validity with acceptable Composite Reliability (CR) and Average Variance Extracted (AVE) values. Path analysis, based on beta estimates, standard errors, critical ratios, and p-values, revealed that mathematical knowledge is the strongest and most significant predictor of mathematics teaching practice among Malaysian's high school teachers. Mathematical belief also showed a significant positive influence on teaching practice, while attitude toward mathematics exhibited a significant negative effect. In contrast, mathematical competence was not a statistically significant predictor of teaching practice. Overall, this study validates a mathematical teaching model comprising four constructs: mathematical knowledge, mathematical belief, attitude toward mathematics, and mathematics teaching practice. The findings contribute to the understanding of effective mathematics teaching in the Malaysian context and provide valuable insights for teachers, researchers, and education stakeholders to improve teaching practices and enhance student learning outcomes.