Date of Conferral



Doctor of Education (Ed.D.)




Heather H. Caldwell


Geometry is a complex subject to teach and learn at all levels in education. Poor performance in geometry in Bermuda has raised concerns about whether teachers are fully prepared to deliver content effectively. The purpose of this research was to examine teachers’ efficacy in the geometry classroom using a basic qualitative study design. The study is grounded in Bandura’s social cognitive theory and involved middle school mathematics teachers’ self-efficacy in terms of teaching geometry. A purposeful sample of five middle school mathematics teachers volunteered and participated in semi-structured zoom interviews. Data were analyzed using a basic qualitative methodology approach led to the following themed categories: pedagogical strength, content knowledge, concerns, and professional development (PD). Results indicated that mathematics teachers need support in terms of PD in geometry. Based on the findings, a 3-day PD session via Zoom was developed to address teaching middle school geometry. This may contribute to positive social change by providing middle school mathematics teachers with learner-centered strategies through collaborative and flexible blended learning PD aimed at addressing teachers’ self-efficacy and gaps in terms of teaching and learning geometry among middle schools in Bermuda.

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