scholarly journals Developing the Mathematics Teaching Efficacy Beliefs Instrument Korean Version for Secondary Prospective Mathematics Teachers

2013 ◽  
Vol 52 (2) ◽  
pp. 231-245 ◽  
Author(s):  
Dohyoung Ryang
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Korean Version ◽  
Mathematics Teaching Efficacy ◽  
Prospective Mathematics Teachers

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document