Date of Award
Doctor of Education (EdD)
The purpose of this study was to determine the effects of instructional strategies on teacher self-efficacy beliefs about teaching mathematics to more fully understand the relationship between the two groups, and two determine what factors, if any, improve mathematics teaching self- efficacy beliefs of teachers.
The study was conducted in elementary schools using anonymous self- report teacher surveys. Usable data were received from 93 teachers in 47 elementary schools in the Diocese of Rockville Centre, Long Island, New York.
The findings revealed that respondents’ perceived ability to provide feedback and clarification, as well as accommodating individual student needs, were the two principal factors which explain the variance in teacher’s self- efficacy beliefs. These two factors themselves are influenced by the teachers’ understanding mathematical concepts. From the data gathered in this study, we can conclude although teachers may welcome student questions, they do not always feel confident in their ability to answer these questions sufficiently. The data also revealed that overall, teachers lack confidence in their performance in front of superiors, their ability to get students interested in mathematics, as well as their ability to increase student retention. The instructional practices of the respondents were more traditional, and teacher- centric; the data revealed that this was related to underlying beliefs about mathematics instruction as well as the respondents’ perceived understanding of mathematical concepts.
Pacinello, Christine, "Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction" (2018). Theses and Dissertations. 6.