A Rasch model analysis of the TPACK instrument in the creative teaching of primary mathematics teachers

Fadzil, Aini Hayati Pazin; Maat, Siti Mistima; Mahmud, Muhammad Sofwan

doi:10.18844/cjes.v17i11.7792

Cited by 1 publication

(1 citation statement)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, creativity is a vital component of teaching mathematics, and mathematics teachers have a unique opportunity to foster creativity among their students. In recent years, there has been a growing recognition of the importance of incorporating creative teaching methods in mathematics education (Christofferson, 2021;Fadzil et al, 2022;Elsayed & Al-Abbad, 2023;Henriksen & Mehta, 2016;Kandemir et al, 2019;Niu et al, 2017;Sholan, 2019; ). These methods go beyond the traditional approach of memorisation and formulaic problem-solving.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers

Hayati,

Mistima,

Sofwan

2023

JESR

View full text Add to dashboard Cite

Teachers' perceptions of their abilities to create and implement cutting-edge teaching tactics have a significant impact on students' success, particularly in mathematics. Additionally, educators who are confident in their own ability to educate help create a learning atmosphere. In light of this information, it is important to consider in mathematics education the importance of understanding the opinions of mathematics teachers regarding their level of self-efficacy and its relationship to creative teaching. The purpose of this study was to determine the relationship between teachers’ self-efficacy and creative teaching of primary mathematics teachers. The questionnaire, which included 28 items and required responses on a 5-point Likert scale, was given to 210 mathematics teachers at random. The findings indicate that there is a significant relationship between teacher self-efficacy and creative teaching. The results of Pearson correlation coefficient analysis show that instructional strategies are the largest predictor of teacher’s self-efficacy (r (210) = 0.532, p < 0.05), followed by student engagement (r (210) = 0.441, p < 0.01), and class management (r (210) = 0.409, p < 0.05). Therefore, creative teaching may reliably predict teachers’ self-efficacy by 29.0% (R=0.543), according to the results of the linear regression analysis. Overall, this paper provides valuable insight into the critical role of perceptions of mathematics teachers' self-efficacy in shaping creative teaching approaches to mathematics education. Received: 5 July 2023 / Accepted: 27 August 2023 / Published: 5 September 2023

show abstract