A CASE STUDY OF ELEMENTARY BEGINNING MATHEMATICS TEACHERS’ EFFICACY DEVELOPMENT

Abstract

The main purpose of this research was to explore the developmental process of and possible changes in beginning elementary mathematics teachers’ efficacy. Beginning teachers with and without mathematics and science backgrounds were also compared to explore differences in their efficacy development. A multiple-case study method with a process and recursive design was employed in this study. The participants were six beginning elementary mathematics teachers purposefully selected from Taichung, Taiwan. Data were collected through interviews, recordings, observations, and reflection notes and then analyzed by immersion and editing analytic techniques. Based on the data analysis, a five-gradation developmental model and its characteristics of elementary beginning mathematics teacher efficacy was developed and proposed. The findings demonstrated the developmental process of this five-gradation model and its continuity and cyclical nature. Moreover, beginning mathematics teachers, who were at the same efficacy levels, tended to exhibit substantial similarities but slight differences in their developmental processes. This study also verified that the construct of internal and external factors played a significant role in cyclically contributing to continuous efficacy development. The implications of beginning mathematics teachers’ efficacy and their professional development that derived from the findings and discussions were proposed, as well as a recommendation for further exploration on their efficacy development.