Internal Consistency Reliability and Validity of the Arabic Translation of the Mathematics Teaching Efficacy Beliefs Instrument

2004 ◽  
Vol 94 (3) ◽  
pp. 833-838 ◽  
Author(s):  
Haitham M. Alkhateeb
Keyword(s):  
Construct Validity ◽  
Undergraduate Students ◽  
Mathematics Teaching ◽  
Reliability And Validity ◽  
Teaching Efficacy ◽  
Internal Consistency Reliability ◽  
Efficacy Beliefs ◽  
Internal Reliability ◽  
Arabic Translation ◽  
Mathematics Teaching Efficacy

The Arabic translation of the Mathematics Teaching Efficacy Beliefs was completed by 144 undergraduate students ( M age = 20.6) in Jordan. The findings support the internal reliability of the Arabic translation of the Mathematics Teaching Efficacy Beliefs as well as its construct validity.

scholarly journals Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

2021 ◽  
Author(s):  
Mithat TAKUNYACI
Keyword(s):  
High Schools ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Female Teachers ◽  
Mathematics Teaching Efficacy ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

Teachers’ Efficacy Beliefs in Mathematics Teaching: A Study of Public Primary Schools in Sarawak

2020 ◽  
Vol 5 (1) ◽  
pp. 63
Author(s):  
Nor Hazizah Julaihi ◽  
Voon Li Li ◽  
Tang Howe Eng
Keyword(s):  
Mathematics Teaching ◽  
Primary Schools ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Efficacy Beliefs ◽  
Outcome Expectancy ◽  
School Students ◽  
Urban District ◽  
Personal Efficacy ◽  
Mathematics Teaching Efficacy

The Ministry of Education in Malaysia has voiced concern over the serious problems of underachieving primary school students in Mathematics. While the Ministry is gearing its education direction towards a new generation of STEM experts, the teachers have been assigned to shoulder the movement of the vision. Hence, their views must be understood. A study was conducted among 66 Mathematics teachers from 39 public primary schools in the sub-urban district of Samarahan inMalaysia to understand their mathematics teaching efficacy. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) by Enochs, Smith and Huinker (2000) was adapted and used in the data collection. Quantitative data analysis methods include descriptive statistics and the analysis of variance. The results indicated that the teachers were confident of their efficacy in Mathematics teaching. Specifically, the teachers’ personal efficacy was slightly lower than outcome expectancy. In addition, there was a moderate positive significant relationship between teachers’ personal efficacy and outcome expectancy. Gender, years of Mathematics teaching experience and highest education attained were not significant to teachers’ efficacy.

A Mathematics Content Course and Teaching Efficacy Beliefs of Undergraduate Majors in Education

2003 ◽  
Vol 93 (2) ◽  
pp. 475-478 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Adnan S. Abed
Keyword(s):  
Elementary Education ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
T Test ◽  
Control Group ◽  
Mathematics Teaching Efficacy ◽  
Mathematics Content Course ◽  
University Undergraduates

This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

scholarly journals Hubungan antara Mathematics Teaching Efficacy Beliefs dan Mathematics Teaching Anxiety Mahasiswa PPL Program Studi Pendidikan Matematika

2019 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
Hasanuddin Hasanuddin ◽  
Erdawati Nurdin ◽  
Hayatun Nufus ◽  
Arnida Sari
Keyword(s):  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Probability Sampling ◽  
Mathematics Teaching Efficacy ◽  
Teaching Anxiety

Penelitian ini bertujuan untuk melihat hubungan antara Mathematics Teaching Efficacy Beliefs dan Mathematics Teaching Anxiety mahasiswa Praktek Pengalaman Lapangan program studi matematika FTK UIN Suska Riau. Populasi penelitian adalah seluruh mahasiswa program studi mpendidikan matematika yang sedang melaksanakan Praktek Pengalaman Mengajar (PPL). Teknik pengambilan sampel ini adalah non probability sampling. Sampling dala mpenelitian ini adalah sebanyak 77 orang. Hasil penelitian ini dengan menggunakan teknik korelasi product moment. Berdasarkan analisa data, diketahui bahwa tidak terdapat hubungan negatif antara mathematics teaching efficacy beliefs dan mathematics teaching anxiety pada mahasiswa PPL program studi pendidikan matematika FTK UIN suska Riau.

Sign in / Sign up

Export Citation Format

Share Document