Leading with Numbers, Teaching with Vision: Reimagining Teacher Readiness for Transformative Mathematics Education

Abstract

Teaching with vision requires more than mastery of subject matter. It calls for professional depth, pedagogical versatility and the ability to lead change within evolving educational landscapes. Mathematics teachers play a critical role in this transformation, yet many face challenges in aligning their readiness with the demands of 21st-century classrooms. This study aims to reimagine teacher readiness by developing a comprehensive model that supports mathematics teachers as proactive agents of educational change. The present study adopted a Design and Development Research (DDR) approach and was implemented in three sequential phases. The first phase involved qualitative interviews with 14 experts in curriculum and mathematics education to explore existing challenges and foundational needs related to teacher readiness. In the second phase, the Fuzzy Delphi Method was applied with 13 experts to evaluate, refine and reach consensus on the components and structure of the prototype model. The third phase utilised the Modified Nominal Group Technique with 16 participants to assess the prototype’s usability, practicality and relevance within real educational settings. The analysis led to the identification of four main components central to mathematics teacher readiness. These components are teacher readiness itself, professional knowledge, pedagogical skills and teaching and learning practices. Each component comprises essential elements that reflect the competencies needed for mathematics teachers to drive meaningful learning and respond to educational reforms with confidence and clarity. The developed model offers a strategic and validated framework that bridges theory with practice. It provides guidance for policymakers, teacher educators and school leaders to enhance professional development initiatives in mathematics education. By shifting focus from technical compliance to vision-driven teaching, this study contributes a practical solution to cultivate future-ready mathematics teachers who lead with expertise and inspire transformation in the classroom.