Dissertation/Thesis Abstract

Effects of Levels of Formal Educational Training in Mathematics on Teacher Self-Efficacy
by Carson, Phyllis B., Ed.D., Piedmont College, 2012, 176; 3522106
Abstract (Summary)

The purpose of this study was to investigate the formal mathematics educational training of elementary grade teachers as well as their perceived levels of self-efficacy regarding the Georgia Performance Standards for mathematics. This study investigated 129 first through fifth grade teachers in Northeast Georgia. The researcher administered a questionnaire that inquired into the types and amount of high school and college mathematics courses for which credit was received, professional learning as an inservice teacher, as well as perceived self-efficacy levels regarding the Georgia Performance Standards for mathematics. Data analysis included a computation of the means of training and self-efficacy and a Pearson correlation. Data analysis found there was no effect of formal educational training on perceived self-efficacy in regard to the Georgia Performance Standards for mathematics. The findings did reveal most respondents did not acquire advanced levels of mathematics courses in high school or college. In addition, 36% of respondents indicated credit for Developmental Mathematics which is a remedial mathematics course.

Indexing (document details)
Advisor: McCollum, Patricia M.
Commitee: Leslie, Ron, Lucado, Charles
School: Piedmont College
Department: School of Education
School Location: United States -- Georgia
Source: DAI-A 73/12(E), Dissertation Abstracts International
Subjects: Mathematics education, Elementary education, Teacher education
Keywords: Developmental mathematics, Elementary school teachers, Georgia Performance Standards, Mathematics training, Pedagogy, Self-efficacy
Publication Number: 3522106
ISBN: 978-1-267-53902-1
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