Abstract
This study explored the factors that predict preservice teachers’ attitudes toward incorporating problem-solving in teaching mathematics. Cognizance of the essential role of problem-solving in teaching and learning mathematics, the study underscored the latent variable that informs teachers’ attitudes concerning the incorporation of problem-solving in their mathematics classrooms. Employing a structured questionnaire and Exploratory Factor Analysis (EFA) with 360 preservice teachers in Ghana, the study acknowledged four key factors: Empowerment, Readiness, Commitment, and Perceived Usefulness. These findings open gateways to preservice teacher characteristics that inform their attitude toward problem-solving and recommendations to enhance teachers’ positive attitude toward the phenomenon.
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