Abstract
Every educator has an ability to implicitly and explicitly influence the learners’ education. This study explored how the Grade 6 learner achievement in Mathematics Annual National Assessment (ANA) link with the educator’s inputs (teaching experience, academic qualifications and subject specialisation). Educators from ten (10) Primary Schools in the Motheo Education District of Free State Province of South Africa constituted the target population for this study. 49 Grade 6 mathematics educators participated in this study. Questionnaires were used to collect data. Multiple regressions were used to analyse data. The study found that there was a significant relationship between the educator inputs and learner achievement. The gender of participants was however found not significantly related to learner achievement. It is anticipated that this study will assist the Department of Education as it provides the basis for subject specialisation, teaching experience to employment allocation. DOI: 10.5901/mjss.2015.v4n1p407
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
