An Examination of the Relationships of Mathematics Self-Efficacy and Teaching Practices among Elementary, Secondary, and Special Education Educators

Autor/inn/en	Livers, Stefanie D.; Zelkowski, Jeremy; Harbour, Kristin E.; McDaniel, Sara C.; Gleason, Jim
Titel	An Examination of the Relationships of Mathematics Self-Efficacy and Teaching Practices among Elementary, Secondary, and Special Education Educators
Quelle	In: Investigations in Mathematics Learning, 12 (2020) 2, S.96-109 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Livers, Stefanie D.) ORCID (Zelkowski, Jeremy) ORCID (Harbour, Kristin E.) ORCID (Gleason, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2019.1670891
Schlagwörter	Self Efficacy; Teaching Methods; Mathematics Achievement; Elementary School Teachers; Secondary School Teachers; Special Education Teachers; Educational Practices; Mathematics Instruction; Mathematics Teachers + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Mathematics lessons; Mathematikunterricht; Mathematics; Mathematik
Abstract	Teacher self-efficacy and teaching practices are both related to effective teaching and learning of mathematics. Given the theoretical and empirical basis for the importance of teacher self-efficacy, we hypothesized that teacher reported self-efficacy would be positively related to teacher self-reported effective teaching practices. This study examined the self-reported construct data across in-service educator grade level (i.e., elementary and secondary) and educator position (i.e., general education or special education) to determine the associations of constructs and the potential for differences between groups. Correlations between self-efficacy and teacher practices in-service teachers were analyzed using Kendall's Tau. A Kruskal-Wallis one-way analysis of variance was used to analyze the three participant groups (general education: elementary, general education: secondary, and special education) for the teacher self-efficacy and self-reported teaching practices constructs. Similarities and differences among the relationships between educator grade level, educator position, self-efficacy, and teaching practices are discussed. In addition, implications for future research and professional development with educators are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01