Abstract
The purpose of this study was to determine the effects of instructional strategies on teacher self- efficacy beliefs about teaching mathematics. The findings revealed that respondents’ perceived ability to communicate feedback and accommodating student needs were two principal factors which explained teacher self- efficacy beliefs. These two factors themselves are influenced by the teachers understanding of mathematical concepts. The data showed that respondents lacked confidence in their ability to use manipulatives to explain mathematical concepts and was related to their ability to provide communication and clarification to their students.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
