Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

The purposes of this study were to compare grade 3 math achievement based on gender of teacher and to investigate if teacher self-efficacy predicts grade 3 math achievement. This study was framed around the concept of teacher self-efficacy. An independent sample t-test revealed that teacher gender made a substantive difference in the outcome of students who met grade level standards for grade 3 2018 STAAR math. A bivariate linear regression showed that self-efficacy for teaching mathematics at the elementary level did not predict the proportion of students who met grade level standards for grade 3 2018 STAAR math. Results indicated that neither gender nor self-efficacy of rural south Texas elementary teachers significantly impact the proportions of students who met grade level standards.

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Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

Psychology in the Schools ◽

10.1002/pits.22322 ◽

2019 ◽

Vol 57 (1) ◽

pp. 111-134 ◽

Cited By ~ 2

Author(s):

Daniel B. Hajovsky ◽

Kari A. Oyen ◽

Steven R. Chesnut ◽

Susan J. Curtin

Keyword(s):

Relationship Quality ◽

Self Efficacy ◽

Math Achievement ◽

Mediating Role ◽

Teacher Student ◽

Teacher Student Relationship ◽

Teacher Self Efficacy ◽

Student Relationship

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A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Behavioral Disorders ◽

10.1177/01987429211010672 ◽

2021 ◽

pp. 019874292110106

Author(s):

Shannon Nemer McCullough ◽

Kristen L. Granger ◽

Kevin S. Sutherland ◽

Maureen A. Conroy ◽

Toshna Pandey

Keyword(s):

Problem Behaviors ◽

Self Efficacy ◽

Student Behavior ◽

Tier 2 ◽

Increased Risk ◽

Teacher Self Efficacy ◽

Grade 3 ◽

Tier 2 Intervention ◽

The Impact ◽

Class E

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect ( p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.

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An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000125 ◽

2014 ◽

Vol 28 (3) ◽

pp. 83-92 ◽

Cited By ~ 22

Author(s):

Franziska Pfitzner-Eden ◽

Felicitas Thiel ◽

Jenny Horsley

Keyword(s):

Preservice Teachers ◽

Self Efficacy ◽

Confirmatory Factor Analyses ◽

3 Dimensional ◽

Multiple Group ◽

Three Samples ◽

Confirmatory Factor ◽

Teacher Self Efficacy ◽

Dimensional Assessment ◽

Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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