SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL

Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.

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Self Efficacy Calon Guru Matematika

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v9i3.797 ◽

2020 ◽

Vol 9 (3) ◽

pp. 419-428

Author(s):

Tina Sri Sumartini

Keyword(s):

Data Analysis ◽

Mathematics Teachers ◽

Self Efficacy ◽

Mathematical Knowledge ◽

Research Method ◽

Sampling Technique ◽

The Self ◽

Teaching Mathematics ◽

Purposive Sampling ◽

Prospective Mathematics Teachers

AbstrakSelf-efficacy calon guru matematika masih kurang. Oleh karena itu, perlu dilakukan analisis mengenai self-efficacy calon guru matematika sehingga dapat diketahui aspek self-efficacy yang perlu ditingkatkan. Tujuan penelitian ini yaitu untuk menganalisis self-efficacy calon guru matematika dalam mengajar matematika. Metode penelitian yang digunakan yaitu kualitatif dengan menggunakan teknik purposive sampling. Sampel yang diambil sebanyak tiga orang calon guru matematika jurusan pendidikan matematika di Institut Pendidikan Indonesia. Analisis data dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa calon guru matematika memiliki keyakinan dalam penguasaan pengetahuan matematika, namun merasa kurang yakin bahwa dirinya mampu untuk menyampaikan materi matematika kepada siswa. Kurangnya keyakinan ini berakibat pada kemampuan pedagogis calon guru matematika. Self-Efficacy of Mathematics Prospective TeachersAbstractThe self-efficacy of prospective mathematics teachers is still lacking. Therefore, it is necessary to analyze the self-efficacy of prospective mathematics teachers so that it can be seen which aspects of self-efficacy need to be improved. The purpose of this study was to analyze the self-efficacy of prospective mathematics teachers in teaching mathematics. The research method used is qualitative by using a purposive sampling technique. The sample taken was three prospective mathematics teachers majoring in mathematics education at the Indonesian Institute of Education. The data analysis was done qualitatively. The results showed that the prospective mathematics teacher had confidence in the mastery of mathematical knowledge, but felt less confident that he was able to convey mathematics material to students. This lack of confidence results in the pedagogical abilities of prospective mathematics teachers.

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Confidence Level and Self-efficacy Beliefs of Mathematics Teachers: Evidence from Sarawak

International Journal of Service Management and Sustainability ◽

10.24191/ijsms.v4i2.8145 ◽

2020 ◽

Vol 4 (2) ◽

pp. 1

Author(s):

Nor Hazizah Julaihi ◽

Liew Chin Ying ◽

Voon Li Li ◽

Syah Runniza Ahmad Bakri

Keyword(s):

Mathematics Teachers ◽

Confidence Level ◽

Self Efficacy ◽

Teaching Efficacy ◽

Strong Relationship ◽

Efficacy Beliefs ◽

Teaching Mathematics ◽

Female Teachers ◽

Mathematics Efficacy ◽

The Mean

The purpose of this paper is to examine the confidence level and selfefficacy beliefs of Mathematics teachers, particularly in Kuching and Samarahan, using the instrument adapted from two reliable questionnaires: Trend in International Mathematics and Sciences Study (TIMSS) and Teachers’ Sense of Teaching Mathematics Efficacy Scale (TSES). The respondents consisted of 49 teachers from both primary and secondary schools. The analysis reported that teachers have shown practically high confidence level in teaching mathematics and they closely agreed on their beliefs about their own teaching mathematics efficacy. Further analysis indicated that the mean scores of confidence level and self-efficacy beliefs for the female teachers were slightly higher than the male teachers. Analysis also reported that there were no significant differences in mean scores between teachers’ confidence level and selfefficacy beliefs across gender, highest education attained and years of mathematics teaching. The correlations analysis saw a significant positive strong relationship between teachers’ confidence level and self-efficacy beliefs. These findings provided some evidences to the existing pool of knowledge about teaching efficacy beliefs as well as some distinct and new insights relating to efficacy issues.

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Examining the Self-Efficacy Beliefs and Goal Orientations of Adult Learners

PsycEXTRA Dataset ◽

10.1037/e690522007-001 ◽

2007 ◽

Author(s):

Michelle M. Buehl ◽

Helenrose Fives ◽

Jonathan D. Buehl

Keyword(s):

Adult Learners ◽

Self Efficacy ◽

Goal Orientations ◽

Efficacy Beliefs ◽

The Self

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Investigation of Difficulties Faced by Special Education Teachers and Their Self-Efficacy Beliefs

10.37233/trsped.2019.0103 ◽

2019 ◽

Vol 1 (2019-V1-I1) ◽

pp. 57-69

Author(s):

Pelin Piştav-Akmeşe ◽

Nilay Kayhan

Keyword(s):

Special Education ◽

Special Education Teachers ◽

Self Efficacy ◽

Efficacy Beliefs ◽

The Self ◽

Special Education Services ◽

Education Services ◽

Service Training ◽

Undergraduate Programs ◽

Future Practice

Abstract Quality special education services are closely related to the quality and the efficacy of the teachers. The purpose of this study is to investigate the difficulties faced by the special education teachers and their selfefficacy beliefs. The study included 84 special education teachers. Data for the study were collected using the Tool for Identifying Difficulties Faced by Special Education Teachers and Teacher Interpersonal SelfEfficacy Scale. Results showed that while the difficulties faced by the teachers did not differ based on gender, they differed significantly based on the undergraduate programs from which the teachers graduated, type of the school in which the teachers worked and the need for the in-service training. Another finding of the study was that the self-efficacy beliefs of the teachers do not differ based on their gender, undergraduate program from which they graduated and type of the school they worked in. However, self-efficacy beliefs of the teachers differed according to their need for in-service training. Recommendations for future practice is presented. Öz Özel eğitim hizmetleri öğretmenlerin niteliği ve etkililiği ile yakından ilişkilidir. Bu çalışmanın amacı, özel eğitim öğretmenlerinin karşılaştıkları güçlükler ve öz-yeterlik inançlarını incelemektir. Çalışma 84 özel eğitim öğretmeni ile yürütülmüştür. Araştırmanın verileri Özel Eğitim Öğretmenlerinin Karşılaştığı Zorlukları Belirleme Aracı ve Kişilerarası Öz-Yeterlik Ölçeği ile toplanmıştır. Öğretmenlerin karşılaştıkları güçlüklerin cinsiyete göre farklılık göstermediği gözlenirken, mezun oldukları lisans programına, görev yaptıkları okul türüne ve hizmet içi eğitim gereksinimleri olup olmama durumuna göre gruplar arasında anlamlı farklılık görülmüştür. Araştırmanın diğer bir bulgusu ise, öğretmenlerin öz-yeterlik inançlarının cinsiyetlerine, mezun oldukları lisans programına ve çalıştıkları okul türüne göre farklılık göstermediği, ancak hizmet içi eğitim gereksinimleri olup olmama durumuna göre değiştiğini ortaya koymaktadır. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur.

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Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.11.2 ◽

2021 ◽

Vol 20 (11) ◽

pp. 17-41

Author(s):

Amani M Allouh ◽

Saba M Qadhi ◽

Mahmood A Hasan ◽

Xiangyun Du

Keyword(s):

Classroom Management ◽

Primary School ◽

Self Efficacy ◽

Online Teaching ◽

Professional Training ◽

Efficacy Beliefs ◽

Survey Method ◽

Years Of Experience ◽

School Teachers ◽

Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

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Investigation of the Self-Efficacy Beliefs of Turkish Language and Literature Teachers in Practicing Constructivist Approach in Terms of Various Variables

International Education Studies ◽

10.5539/ies.v13n7p47 ◽

2020 ◽

Vol 13 (7) ◽

pp. 47

Author(s):

Fatih Veyis

Keyword(s):

Self Efficacy ◽

Efficacy Beliefs ◽

The Self ◽

Constructivist Approach ◽

Educational Activities ◽

New Information ◽

Language And Literature ◽

Training Activities ◽

Turkish Language ◽

And Training

It is a scientifically and developmentally undeniable reality that the educational activities that guide education and training activities and aim to raise the nation according to the requirements of the age and keep up with the necessary arrangements for this purpose. With the periodic developments in the world, the transformation in the philosophy of education and understanding of education has brought along the application of new approaches and understandings in education. The constructivist approach that started to be applied in education with these developments is also one of the new educational approaches. Constructivist understanding is defined as a process in which students are actively involved in educational activities and new information is built on pre-learning. Constructivism is a contemporary understanding that covers all kinds of practices that the student can actively engage in the learning process, and it emphasizes that education can be successful to the extent that it can serve individual differences. It has been fifteen years since the practices on constructivism started to be implemented in our country. During this period and as a point reached, it is a question of how much this understanding is applied. With this research, it is aimed to examine the self-efficacy beliefs of Turkish language and literature teachers towards applying constructivist approach in terms of various variables.

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Do Future Mathematics Teachers Need the Course „Integration of Digital Technologies in Teaching Mathematics“, and if so, what exactly can it help them with?

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.39 ◽

2019 ◽

pp. 193-198

Author(s):

Irina Gurevich

Keyword(s):

Student Teachers ◽

Mathematics Teachers ◽

Digital Technologies ◽

Teaching Experience ◽

Teaching Mathematics ◽

Mathematical Software ◽

Software Packages ◽

Mathematics Student ◽

Students Attitudes ◽

Course Integration

In the current research we analysed our teaching experience in the course “Integration of digital technologies in teaching mathematics”. The students were mathematics student teachers. The main goal of the course was to demonstrate the potential of digital technologies in teaching mathematics and to provide the students with basic skills in the intellectual use of these technologies. During the course the students, after getting acquainted with various mathematical software packages, build and present their own teaching units. We were interested to analyse the students’ attitudes towards the course. A multiple-choice questioner was formulated, and the collected data were analysed. We observed that most of the students found the course being helpful for their future teaching. The obtained results indicated that the described course provided them a didactic model to emulate.

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Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement

Education Sciences ◽

10.3390/educsci9040247 ◽

2019 ◽

Vol 9 (4) ◽

pp. 247 ◽

Cited By ~ 1

Author(s):

Handtke ◽

Bögeholz

Keyword(s):

Science Teaching ◽

Content Knowledge ◽

Self Efficacy ◽

Teaching Experience ◽

Cross Sectional Study ◽

Efficacy Beliefs ◽

Measurement Instruments ◽

Cross Sectional ◽

Interdisciplinary Science ◽

New Instrument

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

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