Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers

2011 ◽  
Vol 14 (2) ◽  
pp. 956-966 ◽  
Author(s):  
Bulent Cetinkaya ◽  
Ayhan Kursat Erbas
Keyword(s):  
Teacher Efficacy ◽  
Psychometric Properties ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Close Association ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Two Dimensions ◽  
Efficacy Belief

Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

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.

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

2021 ◽  
Vol 4 (2) ◽  
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.

scholarly journals Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica

2018 ◽  
pp. 145
Author(s):  
Marco Verdugo ◽  
Rodrigo Asún ◽  
Salomé Martínez
Keyword(s):  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Belief ◽  
Mathematics Teaching Efficacy

Tomando en cuenta la relevancia de que los estudiantes de Pedagogía tengan creencias positivas acerca de su futura eficacia como docentes y la ausencia de instrumentos validados en la población chilena que midan dicho constructo, en esta investigación se realizó la validación convergente y factorial de la Escala de Creencias de Eficacia en la Enseñanza de la Matemática (ECEEM), adaptación al español de la escala Mathematics Teaching Efficacy Belief Instrument (MTEBI), validada en Estados Unidos en el año 2000. La muestra estuvo conformada por 945 estudiantes de Pedagogía en Educación Básica de 14 universidades en cinco regiones, correspondientes a las zonas norte, centro y sur de Chile. Los resultados indicaron que ECEEM presentó buen nivel de discriminación, un ajuste adecuado a la estructura teórica propuesta, alta fiabilidad y una correlación significativa con las variables esperadas, por lo que constituye un instrumento adecuado para medir las creencias de eficacia en la enseñanza de la matemática de futuros docentes de Pedagogía Básica. En términos descriptivos, los futuros docentes mostraron creencias de eficacia positivas, pero no totalmente satisfactorias, pues existe un grupo importante que duda de las posibilidades de producir aprendizajes significativos en sus estudiantes.

scholarly journals ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY

2015 ◽  
Vol 14 (2) ◽  
pp. 183-193
Author(s):  
Nail Ilhan ◽  
Zeynel Abidin Yilmaz ◽  
Hülya Dede
Keyword(s):  
Science Teaching ◽  
Educational Research ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Service Science ◽  
Efficacy Belief ◽  
Science Teaching Efficacy

One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. ‘Teachers Attitude Scale towards Educational Research [TASTER]’ and ‘Science Teaching Efficacy Belief Instrument [STEBI]’ were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief. Key words: attitude, educational research, self-efficacy, pre-service science teacher.

scholarly journals Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book

2018 ◽  
Vol 11 (2) ◽  
pp. 211-222 ◽  
Author(s):  
Limin Jao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
Secondary Mathematics ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Writing Task

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.

Sign in / Sign up

Export Citation Format

Share Document