The objectives of the study were: (1) To study the mathematics proficiency of the primary school teachers. (2) To construct and to standardize mathematics proficiency test. (3) To study the mathematics of primary school teachers in relation to their area. (4) To study the mathematics proficiency of primary school teachers in relation to their sex. (5) To study the mathematics proficiency of primary school teachers in relation to their educational qualification. (6) To study the mathematics proficiency of primary school teachers in relation to their educational experience. (7) To study the mathematics proficiency of primary school teachers in relation to their socio-economical status.

The hypothesis of the study included: (1) There is no significant influence of area on the mean score of mathematics proficiency test. (2) There is no significant influence of sex on the mean score of mathematics proficiency test. (3) There is no significant influence of educational qualification on the mean score of mathematics proficiency test. (4) There is no significant influence of educational experience on the mean score of mathematics proficiency test. (5) There is no significant influence of socio-economic status on the mean score of mathematics proficiency test.

Sample consisted of 440 randomly selected primary school teachers of Baroda district.

Tools used to measuring the data were SES scale by KG Desai and mathematics proficiency test constructed and standardized by the investigator.Reliability coefficients of test were found to be 0.89 (split-half) 0.91 (KR20), 0.90 (KR-21) and 0.92 (Cronbach Alpha). Face validity, content validity and construct validity were established for the tool.

The percentage, frequencies, t-test and ANOVA technique were used to analyze the data.

The findings of the study are as follows: (1) Mathematics proficiency of the teachers was found 56.38 on the basis of percentile ranks. It can be concluded that the primary school teachers of Baroda district could not achieve their minimum level of performance in mathematics subject. (2) Sex did not produce any influence on mathematics proficiency of primary school teachers. (3) The area, educational experience, educational qualification separately did not influence on mathematics proficiency of primary school teachers. (4) High SES of teachers was found significantly better than those teachers having low SES.