Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Chang, Yu-Liang

doi:10.12973/eurasia.2015.1387a

Cited by 35 publications

(33 citation statements)

References 35 publications

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“…We defined these two groups of in-service teachers after exploring the results considering different ranges of time. The number of years that made the difference was 10, as found in previous studies (e.g., Chang, 2015).…”

Section: Purpose Of the Studysupporting

confidence: 69%

“…There exists a large number of research works about teacher's efficacy belief of pre-service teachers and in-service teachers (e.g., Mulholland et al, 2004;Bursal, 2010;Chang, 2015). Some of these works highlight the importance of teacher's efficacy beliefs towards mathematics to obtain positive results with their students (e.g., Sivri & Balci, 2015;García et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Mathematics Teaching Self-Efficacy and Outcome Expectancy of Pre-Service and In-Service Primary Education Teachers

Segarra

Julià

2020

Acta Sci.

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Background: Given the importance of studies the mathematics teaching self-efficacy and outcome expectancy of pre-service teachers, novice teachers (up to 10 years of experience) and experienced teachers (more than 10 years of experience), it is important to research the behaviour of the three groups proposed. Objectives: Compare the mathematics teaching self-efficacy and outcome expectancy of pre-service and in-service Primary Education teachers. Design: The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is used to carry out the study. The MTEBI comprises two subscales: Personal Mathematics Teaching Efficacy (or teaching self-efficacy) (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). Setting and Participants: The first group of participants consists of 419 pre-service teachers enrolled at the bachelor's degree in Primary Education, the second group of participants consists of 69 novice teachers and the last group consists of 176 experienced teachers. Data collection and analysis: Students of all the years of the bachelor's degree were invited to answer the MTEBI. Therefore, the participation was optional and completely anonymous. Directors of Primary Education schools in the city were sent the link of the survey during the second trimester of 2018-19 academic year. They shared the link so that novice and experienced teachers were able to answer it confidentially. Results: The comparison reveals that experienced teachers have the highest scores in PMTE subscale. The pre-service teachers, on the contrary, give the lowest scores in this subscale. In the MTOE subscale, the lowest values are obtained in the case of novice teachers. Additionally, the statistical analysis shows that there are significant differences between the three groups in both the PMTE and MTOE subscales. Conclusions: The findings of the current study provides information that would be useful for teacher educators to design or modify courses in order to enforce the mathematics teaching efficacy beliefs of pre-service and in-service Primary Education teachers.

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Section: Purpose Of the Studysupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Mathematics Teaching Self-Efficacy and Outcome Expectancy of Pre-Service and In-Service Primary Education Teachers

Segarra

Julià

2020

Acta Sci.

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“…In the case of pupils, authors often mention that those with a higher self-efficacy level can set higher and more challenging goals and, in addition, they often work harder to achieve them [82]. The fact that it is possible to predict pupils' specific academic achievements (especially in case of the achievements associated with solving mathematical problems) on the basis of their mathematical self-efficacy has already been described by several researchers [83]. As early as in 1983, Betz and Hackett [80] studied mathematics self-efficacy in terms of pupils' individual judgments about their capabilities to solve some specific mathematical problems and about their grade in mathematics.…”

Section: Mathematical Self-efficacymentioning

confidence: 99%

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

et al. 2020

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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

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“…Such approach is very useful in term of the methodic teaching of a mathematics teacher the methods of organization of joint educational activity together with students. Moreover, it was noted that difficulties in studying mathematics and academic failure of students mainly depend on didactic and objective knowledge of a teacher, his professional competencies and system of pedagogical values (Chang, 2015;Tchoshanov, Lesser, & Salazar, 2008). Thus, mathematics teacher methodic training in a higher educational institution should be oriented to different directions of future professional activity, that requires the development of the multidimensional model and corresponding methods of competencies diagnostics.…”

Section: Literature Reviewmentioning

confidence: 99%

Vector Modeling for Diagnostics of Future Mathematics Teacher Methodical Training in Higher School

Dorofeev

Chirkina

Gagloev

et al. 2018

EURASIA J MATH SCI T

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The relevance of the present research is defined by the necessity of improvement of methodical training of mathematics teacher in a higher educational institution on the basis of multi-component diagnostics of competencies which represent the multidimensional result of education. Such diagnostics is preferable to be carried out by means of multidimensional vectors which allow not only assessing the educational process from different points of view but also predicting correction of its problematic zones. Purpose of the article is to develop vector method for diagnostics of future mathematics teachers' methodic competencies. The proposed method of vector modeling promotes qualitative and quantitative assessment of the results of methodical training of future mathematics teacher from the point of view of intensity (by means of absolute characteristics) and orientation (in relation to cognitive, activity or value-based components). The article determines such directions of the model of mathematics teacher methodical training as cognitive, social and humanitarian, operational-activity-related, research and methodical. Each of them corresponds to certain competence: information-methodological, social interaction, individual cognitive activity, self-organization and self-management and also system-activityrelated. Criteria for assessment of competencies on the basis of performance of methodical oriented practice tasks and projects were developed.

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Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Cited by 35 publications

References 35 publications

Mathematics Teaching Self-Efficacy and Outcome Expectancy of Pre-Service and In-Service Primary Education Teachers

Mathematics Teaching Self-Efficacy and Outcome Expectancy of Pre-Service and In-Service Primary Education Teachers

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

Vector Modeling for Diagnostics of Future Mathematics Teacher Methodical Training in Higher School

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