1.1 Background of the Study
Schools are dynamic places to work for both teachers and students, Erson (1992). Some students come with advantages and willingness to learn, and motivated home environments while others are not. To meet the diverse changing in learning there is need for educational systems and practices policies in the state that will improve the standard of education. According to Adeyanju, (1997) the ability to teach is the concern of the trained teachers, but a complex process. Teaching can occur as a result of importation of newly acquired skill, knowledge, perception, new information e.t.c. Caldwen (2004) observed that the most important thing in schools is to have a generation of well educated mathematics teachers who care deeply about students getting an excellent education in mathematics as a subject. Teachers and the quality of teaching mathematics are the critical link to improving students’ achievements in mathematics. He also view numerous improvement, component exist in schools and in states and local policies to ensure, teaching quality in teaching of mathematics. These include teacher preparation, registration, professional development and evaluation. Some researcher conducted in these areas revealed that successfully increasing student’s literacy achievements requires creating and sustaining organizational structures in schools, such as focus on assessing and improving the teaching and learning of mathematics.