top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 24 May 2021

Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

Mithat TAKUNYACI

Sakarya University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.289

Pages: 396-407

Keywords: Self-Efficacy, Teacher Efficacy, Teaching Efficacy, Efficacy Belief

Abstract

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

References

  1. Akbaş, A. ve Çelikkaleli, Ö. (2006). Sınıf Öğretmeni Adaylarının Fen Öğretimi Öz-Yeterlik İnançlarının Cinsiyet, Öğrenim Türü ve Üniversitelerine Göre İncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 98–110.

  2. 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.

  3. Ashton, P. T., & Webb, R.B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.

  4. Ball, D. L. (1990). The mathematical understanding that prospective teachers bring to teacher education. Elementary School Journal, 90(4), 449-466.

  5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

  6. Bandura, A., (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

  7. Bandura, A. (1993). Perceived self-efficacy in cognitive development functioning. Educational Psychologist, 28(2), 117-148.

  8. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman & Company.

  9. Bandura, Albert. (2012). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38, 9-44.

  10. Bates, A. B., Latham, N., & Kim, J. A. (2011). Linking preservice teachers' mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111, 325–333.

  11. Benbow, R. M. (1995). Mathematical Beliefs in an “Early Teaching Experience.” Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Columbus, OH, October, 1995.

  12. Berger, J.L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416–428.

  13. Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139–153.

  14. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.

  15. Borko, H., & Whitcomb, J. A. (2008). Teachers, teaching, and teacher education: Comments on the national mathematics advisory panel’s report. Educational Researcher, 37, 565-572.

  16. Burden, P. (1979). Teacher’ perceptions of the characteristics and influences on their personal and professional development. Ph.D. dissertation, The Ohio State University.

  17. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.

  18. Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125-142.

  19. Czerniak, C. M. (1990). A study of self-efficacy, anxiety, and science knowledge in preservice elementary teachers. National Association for Research in Science Teaching, Atlanta, GA.

  20. Dede, Y. (2008). Matematik öğretmenlerinin öğretimlerine yönelik öz-yeterlik inançları. Türk Eğitim Bilimleri Dergisi, 6 (4) , 741-757.

  21. 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.

  22. Fives, H., & Buehl, M. M. (2016). Teachers’ beliefs in the context of policy reform. Policy Insights from the Behavioral and Brain Sciences, 3(1), 114-121.

  23. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 4, 569-582.

  24. Ginns, I. S. & Watters, J. J. (1994). Experiences of novice teachers: Change in self-efficacy and their beliefs about teaching.Paper Presented at the Annual Meeting of the American Educational Research Association. New York.

  25. Glidden, P.L. (2008). Prospective elementary teachers’ understanding of order of operations. School Science and Mathematics Journal, 108(4), 130-136.

  26. Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19(3), 171-184.

  27. Guskey, T. R. (1985). Staff Development and Teacher Change. Educational Leadership, 42(7), 57-60.

  28. Guskey, T., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643.

  29. Hacıömeroğlu, G. ve