The Beliefs of Georgia Teachers and Principals Regarding the NCTM Standards : A Representative View Using the Standards’ Belief Instrument (SBI)

Abstract

The comparative beliefs of Georgia middle school mathematics teachers and administrators regarding the NCTM Standards are examined using the Standards’ Belief Instrument (SBI). Responses from 172 administrators and 1,264 teachers of Grades 6, 7, and 8 were analyzed using descriptive measures of central tendency for within-group agreement and Manova for between-group differences. Strong within-and between-group agreement among all respondent classes characterizes the findings. Slightly more than two thirds (69%) of the beliefs underlying the SBI statements are validated by all respondent groups, and nearly one third (31%) are rejected at some level by all groups. No significant differences were found between teachers’ and principals’ beliefs for the collection ofitems (F(16, 1381)= 1.53, p= .080) or among the teachers grouped by grade(s) taught (F(32, 2224)= 97, p= .487). Group membership accounts for 2.7 and 3.88%, respectively, of the variance. More philosophical and general standards are validated, but standards representing changes in traditional practice and process are rejected by this group of teachers and administrators. Implications for reform are discussed.