Impact of Mental Mathematics Proficiency on Job Performance Among Seconadry Schools Teachers in Emohua and Port Hacourt City

Abstract: This study investigated the impact of mental Mathematics proficiency on job performance among secondary school teachers. The aim was to determine the influence of mental Mathematics proficiency on teachers’ cognitive skills, productivity, and instructional accuracy. The study employed a descriptive research design and it consisted of a population of 1,822 teachers from public senior secondary schools in Emohua and Port Harcourt City, Rivers State. A total of 298 teachers were selected through simple random sampling techniques. Data were collected over three weeks using a self-constructed instrument titled the Mental Mathematics Job Performance Questionnaire (MMJQ), which was structured on a modified 4-point Likert scale. The instrument was validated by experts in Measurement and Evaluation and had a high internal consistency reliability coefficient of 0.88. Data were analyzed using correlation and linear regression, following confirmation of normality via the Kolmogorov-Smirnov test. The results showed a significant positive relationship between teachers’ cognitive skills and mental Mathematics proficiency. Mental Mathematics proficiency was found to enhance teachers’ productivity significantly and improve instructional accuracy moderately. The study revealed that cognitive and mental computation skills are essential for effective job performance among teachers. It was therefore recommended that mental Mathematics modules should be designed and integrated into teacher education programmes, as well as organizing regular training to enhance teachers’ cognitive and mental Mathematical skills.

Mental Mathematics Proficiency, Cognitive Skills, Job Performance, and Secondary School Teachers

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