Abstract
The present study first examined teacher characteristics in the nation of Belize hypothesized to correlate with teacher self-efficacy, then after controlling for those variables examines increases in teacher self-efficacy following exposure to “teacher-led mathematics inquiry” using a randomized trial (N = 332). Pre-service teacher preparation and Openness to Experience from the Big Five measure of personality contribute to teachers' self-efficacy within the context of Belize. Statistical and practical significance is discussed for teachers' self-efficacy when professional development was provided to enhance teacher content knowledge in combination with inquiry-based student centered instruction with manipulatives.
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