Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement

Yu-Liang Chang

doi:10.12973/eurasia.2015.1387a

Full Text (PDF)

Yu-Liang Chang ¹ ^*

More Detail

¹ National Chiayi University
^* Corresponding Author

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.

Keywords

mathematics teacher efficacy
students mathematics self-efficacy
students mathematical achievement
elementary school

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2015.1387a

EURASIA J Math Sci Tech Ed, 2015 - Volume 11 Issue 6, pp. 1307-1320

Publication date: 29 Sep 2015

Article Views: 2104

Article Downloads: 2079

Open Access References How to cite this article

References

Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247-254.
Armor, D., Conroy-Osequera, P., Cox, M., King, N., McDonnel, L., Pascal, A., Pauley, E., & Zellman, G. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority school (R2007LAUSD). Santa Monica, CA: Rand Corp.
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32.
Ashton, P. (1985). Motivation and the teacher’s sense of efficacy. In Ames, C. & Ames, R. (Eds.), Research on motivation in education (Vol. 2): The classroom milieu (pp. 141-174). Orlando, FL: Academic Press.
Ashton, P., & Webb, R. (Eds.) (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development frontiers and possible futures. Melbourne, Australia: Cambridge.
Bandura, A. (1982). Self-efficacy in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Charlotte, NC: Information Age.
Cantrell, P., Young, S., & Moore, A. (2003). Factors affecting science teaching efficacy of preservice elementary teachers. Journal of Science Teacher Education, 14, 177-192.
Chang, Y. L. (2010). A case study of elementary beginning mathematics teachers’ efficacy development. International Journal of Science and Mathematics Education, 8(2), 271- 297.
Chang, Y. L. (2012). A study of fifth graders’ mathematics self-efficacy and mathematical achievement. The Asia-Pacific Education Researcher, 21(3), 519-525.
Chang, Y. L., & Wu, S. C. (2004). An examination of self-efficacy ratings in elementary mathematics and science for pre-service teachers. Final Report of the National Science Council Research Project, NSC 93-2511-S-451-001. Taipei, Taiwan: National Science Council.
Chang, Y. L., & Wu, S. C. (2009). A case study on factors of influencing the development of elementary beginning mathematics teacher efficacy: An example in Taichung area. Chinese Journal of Science Education, 17(1), 27-48.
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194-201.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76 (4), 569-582.
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109, 877-896.
Incikabi, L. (2013). Teacher candidates’ efficacy beliefs in mathematics: Play-generated curriculum instruction. Eurasia Journal of Mathematics, Science, & Technology Education, 9(2), 167-176.
Jacobs, J. E., Lanza, S., Osgood, W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
Janet, J. F., Janet, M. H., Jill, C. K., & David, M. (1995). Fostering personal teaching efficacy through staff development and classroom activities. Journal of Educational Research, 88 (4), 200-209.
Kitsantas, A., Cheema, J., & Ware, H. W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22, 310-339.
Knoblauch, D., & Woolfolk Hoy, A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24, 166-179.
Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Educational Psychology, 38(4), 424- 430.
Liu, X. M., & Zhou, L. (2007). The relationships of academic feedback, mathematic selfefficacy and mathematic achievement of students in grade seven. Chinese Journal of Clinical Psychology, 15(1), 53-55.
Mavrikaki, E., & Athanasiou, K. (2011). Development and application of an instrument to measure Greek primary education teachers’ biology teaching self-efficacy. Eurasia Journal of Mathematics, Science, & Technology Education, 7(3), 203-213.
Moolenaar, N. M., Sleegers, P. J. C., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teachers Education, 28, 251-262.
Nasiriyan, A., Azar, H. K., Noruzy, A., & Dalvand, M. R. (2011). A model of self-efficacy, task value, achievement goals, effort and mathematics achievement. International Journal of Academic Research, 3(2), 612-618.
Ocak, G., & Yamak, A. (2013). Examinations of the relationships between fifth graders’ selfregulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Science—Theory & Practice, 13(1), 380-387.
Pajares, F. (1996). Self-efficacy beliefs in achievement setting. Review of Educational Research, 66, 543-578.
Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
Richardson, G., & Liang, L. L. (2008). The use of inquiry in the development of preservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20(1), 1-16.
Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York: Longman.
Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language Testing, 15(1), 1-20.
Sancar-Tokmak, H. (2013). Effects of video-supported expertise-based training (XBT) on preservice science teachers’ self-efficacy beliefs. Eurasia Journal of Mathematics, Science, & Technology Education, 9(2), 131-141.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychology, 26, 207- 231.
Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Charlotte, NC: Information Age.
Shao, L. (2005). An experiment of enhancing students’ English learning and self-efficacy. Vocational Education Research, 7, 74-75.
Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278-312.
Stevens, T., Harris, G., Aguirre-Munoz, Z., & Cobbs, L. (2009). A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ math self-efficacy. International Journal of Mathematics Education in Science and Technology, 40(7), 903-914.
Tang, L. X., & He, J. Mei. (2006). On the favorable interaction of self-efficacy between teacher and students in PE teaching. Journal of Jinxing University, 18(3), 111-114.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998).Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-48.
Tschannen-Moran, M, & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944- 956.
Urden, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
Woolfolk Hoy, A. & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan, Self-efficacy beliefs of adolescents (pp. 117-137). Charlotte, NC: Information Age.
Zimmerman. B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boeakaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-35). San Diego, CA: Academic Press.

How to cite this article

APA

Chang, Y.-L. (2015). Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1307-1320. https://doi.org/10.12973/eurasia.2015.1387a

Vancouver

Chang YL. Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement. EURASIA J Math Sci Tech Ed. 2015;11(6):1307-20. https://doi.org/10.12973/eurasia.2015.1387a

AMA

Chang YL. Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement. EURASIA J Math Sci Tech Ed. 2015;11(6), 1307-1320. https://doi.org/10.12973/eurasia.2015.1387a

Chicago

Chang, Yu-Liang. "Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1307-1320. https://doi.org/10.12973/eurasia.2015.1387a

Harvard

Chang, Y.-L. (2015). Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1307-1320. https://doi.org/10.12973/eurasia.2015.1387a

MLA

Chang, Yu-Liang "Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1307-1320. https://doi.org/10.12973/eurasia.2015.1387a