The purpose of this study was to examine the differences between mathematics preparation and teachers' perception of self-efficacy for teaching mathematics at low- and high-performing schools. Bandura's theory of self-efficacy was the guiding theoretical framework. The study used a descriptive comparative method to obtain quantitative data regarding teacher backgrounds and teacher efficacy level. Self-reported data from the Mathematics Teacher Efficacy Belief Instrument was used to calculate two dimensions of teaching efficacy, personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Preparation was determined by individual calculations for successful completion of preservice mathematics coursework, completion of mathematics methodologies coursework as well as hours and types of teacher professional development completed. An analysis of 69 teachers, 33 from low-performing schools and 36 from high-performing schools, revealed statistically homogenous mathematics preparation and self-reported self-efficacy levels. Elementary mathematics teachers from high-performing schools demonstrated slightly higher level of preparation, PMTE and MTOE; however, differences were not statistically significant. Results were incongruent with prior research and indicate the need for future research supported by data collected from external sources, beyond self-reported data.
|Commitee:||Kane, Sylvia, McCoy, Douglas|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Elementary education, Teacher education|
|Keywords:||Mathematics self-efficacy, Self-efficacy, Teacher preparation, Teacher self-efficacy|
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