Teaching Efficacy Beliefs Research Articles

An Investigation of High School Preservice Teachers’ Self-Efficacy in Teaching Mathematics

The influential theory proposed by Bandura suggests that teachers with high self-efficacy—those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self-efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring.

Measuring dimensions of teacher resilience in Africa: Self-efficacy and teacher efficacy

With this article we aimed to contribute evidence on reliable and valid measurement of teacher resilience in an under researched African context and population. Scales from an existing instrument, ENTREEi, were used to measure the resilience of pre-service teachers at a South African university. The sample constituted 1,193 final-year pre-service teachers (20–32 years), who completed the FIRE teacher resilience measure (2015 to 2017). Teacher resilience data were purposively selected from the FIRE dataset and items analysed related to self-efficacy and teacher efficacy beliefs. A quantitative approach was used, which consisted of reliability (internal consistency using Cronbach’s alpha) and validity (construct validity using Spearman correlations) analyses of the teacher resilience scale and the teacher efficacy scale. The statistical analyses indicate that the FIRE teacher resilience measure is a reliable and valid measure for intrapersonal resilience-enabling pathways in a challenged context. The underlying variable structure of the teacher resilience scale and teacher efficacy scale held in a Global South setting when used with pre-service teachers. The article contributes to teacher resilience measurement discourse by providing insights into the utility of teacher resilience scales in South Africa. The results act as a precursor for comparative teacher resilience results worldwide for future studies.

Evaluation of a Multi-Site Cancer Health Disparities Research Training Program for Underrepresented Undergraduate and Medical Students.

Diversifying the biomedical research workforce is crucial for eliminating cancer health disparities. To address this need, Moffitt Cancer Center and Louisiana State University Health Sciences formed the Southeast Partnership for Improving Research and Training in Cancer Health Disparities (SPIRIT-CHD). A key component of SPIRIT-CHD is the Cancer Research Education Program (CREP), designed to train underrepresented undergraduate and medical students in biomedical science research. The CREP featured an 8-week summer internship with a web-based curriculum, community outreach, and mentored research experiences. Three cohorts (n = 39) completed the CREP. Students were evaluated before and after the internship using the Goal Attainment Scale (GAS), Science Teaching Efficacy Belief Instrument (STEBI), and Research Appraisal Inventory (RAI), modified to assess CREP outcomes. These scales measured students' intentions to pursue cancer research careers, self-efficacy in communicating scientific information, and perceived research abilities. Paired test results showed significant increases (p < 0.001) in scores across the scales (GAS, STEBI, RAI) pre- and post-training. Trainees reported heightened intentions to pursue cancer research careers (GAS; mean increase of 5.3, p < 0.001) and greater self-efficacy in relaying scientific information (STEBI; mean increase of 9.2, p < 0.001). They also showed increased self-confidence in conducting research (RAI; mean increase of 58.2, p < 0.001). These findings demonstrate the program's success in fostering interest in cancer research careers and enhancing research confidence. Results support the development of programs like CREP to positively impact the academic and professional trajectories of underrepresented students, ultimately creating a more diverse and inclusive biomedical research workforce equipped to address health disparities.

Adapting the science teaching efficacy beliefs instrument to assess engineering teaching efficacy beliefs of pre-service elementary teachers: Rasch model and confirmatory factor analysis

&lt;b&gt;Background&lt;/b&gt;: The next generation science standards (NGSS) (NGSS Lead States, 2013) place a particular emphasis on the integration of engineering into the science curriculum. Consequently, the NGSS calls on teachers to engage students in engineering practices to facilitate their experience with the engineering design process similar to engineers and develop a more contemporary view of engineering as a discipline. Since engineering education research in K-12 is still in its infancy, there is limited empirical evidence related to how teachers integrate engineering concepts into their classrooms. To assess the quality of teachers’ engineering teaching practices, teaching self-efficacy can be used as an indicator of their instructional practices because teaching efficacy beliefs are often associated with greater use of student-oriented instructional practices, increased teacher effort, and other positive instructional behaviors.&lt;br /&gt; &lt;b&gt;Purpose:&lt;/b&gt; The main aim of this study was to validate an engineering teaching efficacy beliefs instrument (ETEBI) to measure pre-service elementary teachers’ engineering teaching efficacy beliefs.&lt;br /&gt; &lt;b&gt;Design/method&lt;/b&gt;: The science teaching efficacy beliefs instrument version B was modified to develop the ETEBI. The instrument was administered to 561 pre-service elementary teachers. A Rasch model analysis and confirmatory factor analysis (CFA) were conducted on the data obtained from 561 pre-service elementary teachers to provide evidence supporting the validity of the instrument.&lt;br /&gt; &lt;b&gt;Results:&lt;/b&gt; The Rasch model and CFA suggested a two-factor solution: personal engineering teaching efficacy and engineering teaching outcome expectancy. Also, Cronbach’s coefficient alphas for each subscale were measured to assess the internal consistency of the subscales. Based on the analyses, the study provided evidence supporting the reliability and validity of the ETEBI to assess pre-service elementary teachers’ engineering teaching efficacy.&lt;br /&gt; &lt;b&gt;Conclusions:&lt;/b&gt; The ETEBI can be confidently utilized to assess pre-service elementary teachers’ engineering teaching efficacy beliefs. It is effective in gauging the current status of their beliefs and/or determining changes in their beliefs as a result of any teacher training and professional development effort.

The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children

The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children

The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs

AbstractTo prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers’ knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers’ digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.

Adapting a self-efficacy scale to the task of teaching scientific reasoning: collecting evidence for its psychometric quality using Rasch measurement.

Besides teachers' professional knowledge, their self-efficacy is a crucial aspect in promoting students' scientific reasoning (SR). However, because no measurement instrument has yet been published that specifically refers to self-efficacy beliefs regarding the task of teaching SR, we adapted the Science Teaching Efficacy Belief Instrument (STEBI) accordingly, resulting in the Teaching Scientific Reasoning Efficacy Beliefs Instrument (TSR-EBI). While the conceptual framework of the TSR-EBI is comparable to that of the STEBI in general terms, it goes beyond it in terms of specificity, acknowledging the fact that teaching SR requires very specific knowledge and skills that are not necessarily needed to the same extent for promoting other competencies in science education. To evaluate the TSR-EBI's psychometric quality, we conducted two rounds of validation. Both samples (N1 = 114; N2 = 74) consisted of pre-service teachers enrolled in university master's programs in Germany. The collected data were analyzed by applying Rasch analysis and known-group comparisons. In the course of an analysis of the TSR-EBI's internal structure, we found a 3-category scale to be superior to a 5-category structure. The person and item reliability of the scale proved to be satisfactory. Furthermore, during the second round of validation, it became clear that the results previously found for the 3-category scale were generally replicable across a new (but comparable) sample, which clearly supports the TSR-EBI's psychometric quality. Moreover, in terms of test-criterion relationships, the scale was also able to discriminate between groups that are assumed to have different levels of self-efficacy regarding teaching SR. Nonetheless, some findings also suggest that the scale might benefit from having the selection of individual items reconsidered (despite acceptable item fit statistics). On balance, however, we believe that the TSR-EBI has the potential to provide valuable insights in future studies regarding factors that influence teachers' self-efficacy, such as their professional experiences, prior training, or perceived barriers to effective teaching.

Mathematics teaching efficacy belief of preschool teachers of Hawassa city in Ethiopia

The ability of a teacher to plan and carry out the required actions to achieve desired results is known as teacher effectiveness. Although views and subject matter expertise, particularly when teaching mathematics, are key determinants in teachers' ability to teach pupils effectively. This study uses the Mathematics Teaching Efficacy Belief Instrument (MTEBI), adapted and translated into Ethiopian Amharic, to ascertain preschool teachers' efficacy views towards early math teaching in Hawassa City. Participants in the research were teachers who work in both public and private preschools in Hawassa City. Forty-four preschool teachers participated in the data collection. The results showed that there is a low belief in the efficacy of teaching early math, and the majority of participants were unsure or uncertain about teaching early math effectively. There was no significant difference among KG teachers' efficacy beliefs on teaching beforehand early math in their time of experience. Also, there was a significant difference between private and public preschool teachers’ efficacy beliefs in teaching early math. Keywords: belief; efficacy; kindergarten teacher; math; teaching

Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

BackgroundTeacher efficacy is one of the most influential components for effective instruction, highlighting the importance of providing preservice teachers (PSTs) with opportunities to learn how to teach engineering during their college preparatory coursework. Making space for engineering instruction within science methods coursework could provide opportunities for PSTs to enhance their engineering teaching efficacy but also requires course instructors to give up some time previously devoted to science-focused instruction. The purpose of the current study was to explore how infusing engineering learning opportunities into a science methods course impacts PSTs’ engineering and science teaching efficacy and outcome expectancy.ResultsPre/post-surveys were completed by PSTs enrolled in a Kindergarten-8th grade science methods course offered in four modalities (i.e., face-to-face, hybrid, online, rapid shift online). The course offered multiple engineering-focused learning activities and vicarious experiences. PSTs’ science teaching efficacy beliefs, engineering teaching efficacy beliefs, science teaching outcome expectancy, and engineering teaching outcome expectancy all significantly increased from pre- to post-test. There was no significant difference between efficacy gains based on course modality. The purposeful inclusion of multiple engineering activities and vicarious experiences allows for significant gains in science and engineering teaching efficacy and outcome expectancy regardless of the modality in which the course is taken.ConclusionsThis study shows that having varied efficacy source experiences while learning engineering design can result in increased efficacy, even in the absence of field experience and face-to-face coursework, and that the inclusion of these engineering experiences with science methods coursework does not detract from enhancing science teaching efficacy beliefs and outcome expectancy. Further research is needed to more closely examine individual components of science methods courses and the impacts each component has when implemented using different course modalities.

Does Pre-Service Elementary Teachers’ Attitude Towards Science Affect Their Science Teaching Efficacy?

The Primary School Teacher Education Study Programme is responsible for preparing community members who have academic qualifications and competencies as learning agents. This readiness is the main capital for students to do the work of a teacher. In providing education to students, a teacher should have self-efficacy. This research is a quantitative study with an ex-post facto research type. The objectives of this study determine whether there is an effect of attitudes toward science on the efficacy of teaching science subjects. 147 4th-semester students majoring in Elementary School Teacher Education, Yogyakarta State University, were involved. The data collection technique used a questionnaire using a Dimensions of Attitude Towards Science (DAS) Instrument and The Science Teaching Efficacy Belief Instrument (STEBI-B). The study revealed a significant influence between attitudes toward science and the science teaching efficacy of elementary school teacher education students. The results of the analysis revealed that the coefficient of determination is 0.322, which means that 32.2% of variations in science teaching efficacy can be explained by attitude towards science.

Croatian Elementary School Teachers’ Maths Teaching Efficacy Beliefs: Knowledge Domains and Cross-Curricular Maths in the Post-Digital Era

This correlational study addressed two issues pertinent to developing mathematical competences for the 21st Century. Firstly, in a post-digital society, technology is recognized in teachers’ pedagogic and subject-specific knowledge domains. Secondly, cross-curricular teaching must be introduced to respond to societal requirements for maths knowledge application in diverse areas of life and work. Croatian educational reform recognized the importance of informatics and the integration of ICT across curricula supporting cross-curricular teaching. When reforming teaching, teaching efficacy beliefs inform change, and the study examined how technology pedagogy content knowledge (TPACK) contributes to teaching efficacy beliefs. Six hundred and six Croatian elementary school classroom teachers were surveyed for maths teaching efficacy beliefs (MTEBI) and self-assessment of their technology pedagogy content knowledge (TPACK). The study confirmed that the integration of technology knowledge in teachers’ pedagogical knowledge is, in addition to content knowledge, essential and predicts, with a large effect size ( f2 = 0.64), the MTEBI subscale math teaching efficacy (MTE), while isolated technology knowledge does not. In addition, there is a positive correlation between years of service and pedagogy content knowledge and a negative correlation between years of service and technology pedagogy knowledge and technology knowledge, however, with a small effect size.

تأثير مقرر طرق تدريس العلوم ومقرر التربية العملية على الكفاءة الذاتية للطلبة المعلمين في المرحلتين المتوسطة والثانوية

Objectives: The aim of the present study was to examine self-efficacy among students who took Science Teaching Methods course and Teaching Practicum course in the College of Education at Kuwait University. Method: A quasi- experimental design was used in the study. The Science Teaching Efficacy Belief scale (Form B) was administered to pre-service science teachers of middle and high school (n=81), who were enrolled in practical teaching course and those enrolled in the science teaching methods. Results: The results showed that pre-service science teachers in the practicum course had no significant change in sense of self efficacy neither on the Personal Science Teaching Efficacy (PSTE) nor the Science Teaching Outcome Expectancy (STOE) scales. However, there was a high increase in PSTE and STOE scores by students who were enrolled in science teaching methods course which indicated reaching higher sense of self-efficacy. Conclusion: The study recommends that future research should be conducted to include different individuals in different contexts in the schools. This outcome will further inform researchers of related self-efficacy issues in Kuwait.

Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices

ABSTRACT As a myriad of student-centred practices in primary science education have been established as valuable, effective cornerstones of teachers’ repertoires, there is now space to further consider student choice in science education. This paper seeks to examine the role of student choice in primary science education by exploring the relationship between primary teachers’ attitudes towards student-choice (minimal, emergent, and planned) and their science teaching efficacy beliefs and reported science teaching practices. A sample of 206 Australian primary teachers responded to a digital quantitative survey comprised of items that included professional demographics, the Science Teaching Efficacy Belief Instrument A (STEBI-A), science teaching approaches, and student-choice in science teaching. Descriptive statistics, T-tests, ANOVAs and Chi Squares were used in data analysis. The results showed that teachers who reportedly embraced student-choice were more efficacious and reported more expansive arrays of science teaching approaches than those who purported to minimise choice. Although there is a need for follow-up proximal research to elucidate these findings, some speculative interpretations and recommendations are discussed.

An investigation into high school mathematics teachers and inclusive education for students with visual impairments

Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.

The effect of learning opportunity factors and efficacy belief on mathematical knowledge in the teaching process

The present study investigates the influence of opportunities to learn (OTL) and mathematics teaching efficacy beliefs (MTEB) towards mathematical knowledge for teaching (MKT). Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 187 pre-service elementary teachers in Institute of Teacher Education Indonesia. Data were analyzed using Smart PLS 3.0. The result of the structural equation model indicated that both OTL-Practicum (β = 0.395, p &lt; 0.001) and OTL-Program (β = 0.324, p &lt; 0.001) were positively related to MKT. The second regression analysis was to examine the impact of mathematics teaching efficacy belief on the MKT. The results showed that mathematics teaching outcome expectancy belief (MTOEB) (β = 0.322, p &lt; 0.001) was positively related to MKT, whereas personal mathematics teaching efficacy belief (β = 0.017, p &gt; 0.1) was not related to MKT. Overall, the belief and OTL factors explain a total of 54% variance in MKT. Implications from these findings to the successful teacher's education program implementation in Indonesia were further elaborated

Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators

The provision of quality science education is a global priority beset by longstanding challenges, which can be amplified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education outcomes whilst being cognisant of the established divided between metropolitan and non-metropolitan learners. Considering the recent positive TIMSS results which showed equitable science results for regional, remote and metropolitan Australian year 4 students, this paper aims to examine the relationship between primary teachers’ school location and their science teaching efficacy beliefs and reported science teaching practices. A total of 206 Australian primary science educators responded to a cross sectional quantitative survey. Descriptive statistics, analysis of variance (ANOVA) and chi-square analyses found no statistically significant differences between metropolitan and non-metropolitan teachers on measures of science teaching efficacy beliefs and reported science teaching approaches. This apparent contradiction of established research themes merits deeper school and student-focused research to understand the practical implications that could arise from these findings.

Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

AbstractThere is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher‐related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1‐year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two‐dimensional structure of instructional strategies and behavioral management, with adequate internal consistency (ω = 0.89 and ω = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers’ demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers’ collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole‐school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed.

Diagnosis of Maths Teaching Efficacy Beliefs Using Expert System

Research on the design of an expert system to diagnose Mathematics Teaching Efficacy Beliefs (MTEB) using the Certainty Factor method was the first to be developed. The MTEB instrument was first initiated by Enoch and transformed into an expert system application using the paradigm of modified waterfall software development to sequential or sequential testing steps, ranging from analysis, design, coding, and testing. Data calculation and analysis using the certainty factor method assumes the user's choice is not exact and is at a certain interval. The weighting of expert values from MTEB items is carried out by two experts in the field of mathematics education. Meanwhile, the weight of user consultation uses five approval options, namely strongly agree, agree, simply agree, disagree, and disagree, successively represented by -0.2, -0.1, 0, 0.1, and 0.2. The results of the study gave success to each page of the diagnosis application, and the accuracy rate of the MTEB diagnosis was about 98%. The implication of this research is recommendations for related stakeholders to be followed up so that the MTEB of mathematics teachers becomes even better.

Motivational Typologies among Teachers and Differences Within

The current study investigated teaching typologies, more specifically, motivational profiles and differences among the identified typologies based on their instructional beliefs and teaching efficacy beliefs. Data was collected using surveys from preservice teachers in the United States (N=327) enrolled in a traditional teacher training program at a major university in the Southeast. Study results identified distinct teacher typologies based on their teaching motivations, and differences with respect to their instructional and efficacy beliefs. Study findings can help researchers and teacher education programs understand the complex interplay between teaching motivations, beliefs and cultural nuances related to these concepts. Study implications are further discussed in relation with findings.