Abstract
The affective domain has in recent years attracted much attention from the mathematics research community; empirical data seem to increasingly support expert opinion that affect plays a decisive role in the process of cognitive development. One of the less researched dimensions of the affective domain is teachers’ beliefs about the efficacy of their mathematics teaching. Though there are studies examining efficacy-beliefs with respect to mathematics learning, we have not been able to locate any study related to efficacy-beliefs with respect to teaching mathematics. Belief in one’s ability to overcome obstacles and bring about a predetermined outcome may be decisive in motivation to undertake the endeavour, and to put in time and resources. In this chapter, based on a sample in Cyprus, we examine primary school teachers’ efficacy-beliefs with respect mathematics teaching. From an analysis of self-reported questionnaires and interview data, it was found that teachers feel quite competent to teach mathematics, and that the level of efficacy improves, after diminishing during the initial career period. The preservice program seemed to make a difference to beliefs about the efficacy of their mathematics teaching; however, in general the teachers seemed to be critical about the preservice program they passed through. The findings of this study might have important implications for teacher preparation and teacher development in general.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englwood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control: New York: Freeman.
Boekaerts, M. (1999). Metacognitive experiences and motivational state as aspects of self-awareness: Review and discussion. European Journal of Psychology of Education, 14(4), 571–584.
Bong, M., & Clark, R.E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34(3), 139–153.
Cooney, T.J. (1994). Teacher education as an exercise in adaptation. In D. B. Aichele and A. Coxford (Eds.), Professional development for teachers of mathematics. Yearbook of the National Council of Teachers of Mathematics (pp. 9–22). Reston, VA: NCTM.
Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the teacher efficacy scale. Educational Research, 93(1), 3–11.
Goldin, G. A. (1998). Representational systems, learning, and problem solving in mathematics. Journal of Mathematical Behavior, 17(2), 137–165.
Guskey, T. R., & Passaro, P. D. (1999). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627–643.
Gibson, S., & Dembo, M. H. (1984) Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy /mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261–273.
Hoy, W. K, & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355–372.
Krainer, C. (1999). Promoting reflection and networking as an intervention strategy in professional development programs for mathematics teachers and mathematics teachers’ educators. In O. Zaslavsky (Ed.), Proceedings of the Conference PME23 Vol. 1. (pp. 59–168). Haifa: Technion.
Lappan, G., & Theule-Lubienski, S. (1994). Training teachers or educating professionals? What are the issues and how are they being resolved? In D. Robitaille, D.H. Wheeler & C. Kieran (Eds.), Selected lectures from the 7th International Congress on Mathematical Education (pp. 249–261). Quebec: Les Presses de Ľ Universite Laval.
Masui, C., & De Corte, E. (1999). Enhancing learning and problem solving skills: Orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction, 9, 517–542.
McLeod, D. B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25.(6), 637–647.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(.3), 307–332.
Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578.
Pajares, F. (1999). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement. Vol. 10 (pp. 1–49). Greenwich, CT: JAI Press.
Pajares, F., & Miller, D. 1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86.(2), 193–203.
Philippou, G. N., & Christou, C. (1998). The Effects of a preparatory mathematics program in changing prospective teachers’ attitudes toward mathematics. Educational Studies in Mathematics, 35, 189–206.
Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85(1), 41–48.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sicula (Ed.), Handbook of Research on Teacher Education (pp. 102–119). London: Prentice Hall International.
Schoenfeld, A. (1992). Learning to think mathematically: Problemsolving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 334–370.) New York: Macmillan.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4–14.
Soodak, L., C., & Podell, D. M. (1996). Teacher Efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12, 401–411.
Swafford, J. O. Teacher preparation. (1995). In I. M. Carl (Ed.), Prospects for School Mathematics (pp. 157–174). Reston VA: National Council of Teachers of Mathematics.
Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 127–145). New York: Macmillan Publishing Company.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
Zaslavsky O., & Leikin R. (1999). Interweaving the training of mathematics teacher educators and professional development of mathematics teachers. In O. Zaslavsky (Ed.), Proceedings of the Conference PME23 Vol. 1 (pp. 143–158). Haifa: Technion.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Kluwer Academic Publishers
About this chapter
Cite this chapter
Philippou, G., Christou, C. (2002). A Study of the Mathematics Teaching Efficacy Beliefs of Primary Teachers. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library, vol 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_13
Download citation
DOI: https://doi.org/10.1007/0-306-47958-3_13
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1057-6
Online ISBN: 978-0-306-47958-8
eBook Packages: Springer Book Archive