Teachers’ Readiness and Self-Efficacy in Implementing Inquiry-Based Learning in Primary Mathematics Education: A Case of Sekyere Kumawu District, Ghana

In the evolving landscape of 21st-century education, inquiry-based learning (IBL) has emerged as a leading pedagogical framework to foster critical thinking, problem-solving, and conceptual understanding in students. However, the effective integration of IBL in primary school mathematics education remains a complex challenge, particularly in the Ghanaian context. This study investigates the readiness and self-efficacy beliefs of primary school teachers in Ghana regarding the implementation of IBL in mathematics instruction. Data were collected from 166 primary school teachers in the Sekyere Kumawu district using structured questionnaires measuring teachers’ self-efficacy beliefs and readiness for IBL. The findings revealed that teachers exhibit positive self-efficacy beliefs ( M = 3.63, SD = 1.07) and high readiness ( M = 4.08, SD = .84) for implementing IBL. Moreover, a moderate positive correlation (rho = .547, p < .05) was found between teachers’ self-efficacy beliefs and their readiness to implement IBL. However, there were insignificant variations in self-efficacy beliefs among individuals with different levels of education. The study underlines the need for sustained professional development to address these variables and further investigates the factors influencing the effective implementation of IBL in primary schools in Ghana.