Leading Mathematics Improvement in Bathurst and Lithgow Networks: Exploring Teacher Engagement in Mathematics Education

This report presents findings from an exploratory qualitative study about teacher engagement with mathematics education. Research participants had undertaken a sustained program of professional learning in leading effective mathematics pedagogy. Participants conducted action research to address a defined problem of practice, applying learning from the program to their unique school sites. Interviews were conducted prior to and on completion of the professional learning program. Findings from the research indicate a clear reciprocal relationship between teacher engagement and student engagement. Findings relating to the enablers and barriers to teacher engagement at systemic, school, and classroom levels have potential implications for school and systemic leadership and professional learning.