The prediction potential of the model "emotional intelligence and self-reliance" to students' mathematical performance was investigated in this study. This research was conducted in the third and fourth quarters of the academic year 2021-2022. The quantitative research design, specifically comparative and regression analysis, was used in this study. The comparative design was utilized to assess the differences in emotional intelligence and self-reliance between male and female students, and the regression analysis was performed to see if the model "emotional intelligence and self-reliance" can predict students' mathematical performance. In terms of emotional intelligence and self-reliance, the findings show no significant difference between male and female students. Furthermore, the student's emotional intelligence and self-reliance were strong predictors of mathematics performance. It implies that emotional intelligence and self-reliance are essential factors in better math learning. The study suggested that teachers may improve their students' emotional intelligence and self-reliance by integrating social and emotional learning programs into their classes.

This study investigates the assessment practices of senior high school mathematics teachers in Ghana, examining both the dominant classroom methods and teachers’ self-rated assessment skills, as well as the extent to which teacher background characteristics are associated with these practices. Drawing on a national survey of 516 teachers, the results show a strong reliance on traditional paper-and-pencil tests, with high self-reported confidence in administering such assessments. Formative and data-driven practices, including the use of standardized test data and diagnostic assessment, remain infrequently implemented and are associated with lower self-assessed competence. Multiple regression analysis revealed that participation in assessment-focused professional development was the only significant predictor of both broader assessment practice and higher perceived assessment skill, while years of teaching experience, gender, WAEC examining roles, and academic qualifications were not significantly associated. These findings underscore the importance of targeted professional development in strengthening assessment literacy and highlight persistent gaps between policy intentions and classroom realities. The study recommends sustained, context-relevant training to promote more effective and varied assessment practices in mathematics education.