The Relationship between Teacher Efficacy, and Students' Trigonometry Self-Efficacy and Achievement

Autor/inn/en	Sarac, Ayse; Aslan-Tutak, Fatma
Titel	The Relationship between Teacher Efficacy, and Students' Trigonometry Self-Efficacy and Achievement
Quelle	In: International Journal for Mathematics Teaching and Learning, 18 (2017) 1, S.66-83 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Teacher Effectiveness; Self Efficacy; Secondary School Teachers; Mathematics Skills; Trigonometry; Mathematics Achievement; High School Students; Grade 10; Statistical Analysis; Mathematics Tests; Scores; Outcomes of Education; Foreign Countries; Achievement Tests; Correlation; Turkey; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Trigonometrie; Mathmatics sikills; Mathematical ability; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Lernleistung; Schulerfolg; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Türkei
Abstract	The purpose of the present study is to investigate the relationship between teacher efficacy to student trigonometry self-efficacy and student trigonometry achievement. The study included 16 high school teachers and their tenth grade students (n = 571). Teacher efficacy was studied in terms of general teaching efficacy, mathematics teaching efficacy, and trigonometry teaching efficacy. No significant relationship was found between general teaching efficacy or mathematics teaching efficacy and student-related variables. The t-test results show that students of teachers who had high trigonometry teaching efficacy got higher scores on the trigonometry self-efficacy scale, than students of teachers with low trigonometry teaching efficacy. Between these two groups of students' achievement test scores, on the other hand, no significant difference was found. The results underline the importance of teachers' trigonometry teaching efficacy for students' trigonometry self-efficacy, as well as the importance of measuring self-efficacy in a task-specific way. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/journal/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01