Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement
| 1 | National Chiayi University |
CORRESPONDING AUTHOR
Yu-Liang Chang
National Chiayi University, No.85, Wunlong Village, Minsyong Township, NCYU, GIEAPD, 621 Chiayi County, Taiwan
National Chiayi University, No.85, Wunlong Village, Minsyong Township, NCYU, GIEAPD, 621 Chiayi County, Taiwan
Publish date: 2015-09-29
EURASIA J. Math., Sci Tech. Ed 2015;11(6):1307–1320
KEYWORDS
mathematics teacher efficacystudents mathematics self-efficacystudents mathematical achievementelementary school
TOPICS
Cognitive, Affective, and Social Aspects of Teaching and LearningK-12 EducationMathematics Education
ABSTRACT
Background:
The purpose of this study was to examine the effects of fifth-grade mathematics teachers’ efficacy (MTE) on their students’ mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in classrooms.
Materials and methods:
Two mathematics efficacy instruments were administered to 58 classes (i.e. 58 teachers and 1244 fifth-graders respectively) to gather data associated with SMA scores in school. Statistical analyses were applied to the obtained data.
Results:
The findings revealed that MTE beliefs significantly influenced both SMSE and SMA. Additionally, SMSE had a mediative impact on the effect of MTE on SMA.
Conclusions:
Subsequent to a discussion of the findings, suggestions were proposed for further improvement of mathematics teachers’ efficacy and, in turn, for enhancing fifth-graders’ mathematics self-efficacy and mathematical achievement in the future.
The purpose of this study was to examine the effects of fifth-grade mathematics teachers’ efficacy (MTE) on their students’ mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in classrooms.
Materials and methods:
Two mathematics efficacy instruments were administered to 58 classes (i.e. 58 teachers and 1244 fifth-graders respectively) to gather data associated with SMA scores in school. Statistical analyses were applied to the obtained data.
Results:
The findings revealed that MTE beliefs significantly influenced both SMSE and SMA. Additionally, SMSE had a mediative impact on the effect of MTE on SMA.
Conclusions:
Subsequent to a discussion of the findings, suggestions were proposed for further improvement of mathematics teachers’ efficacy and, in turn, for enhancing fifth-graders’ mathematics self-efficacy and mathematical achievement in the future.
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