Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement
 
 
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National Chiayi University
CORRESPONDING AUTHOR
Yu-Liang Chang   

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
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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.

eISSN:1305-8223
ISSN:1305-8215