A Cross cultural comparison of teacher and school related factors which explain self efficacy of middle school mathematics teachers

Download
2015
Sevgi, Sevim
In the present study, the self-efficacy of Turkish and American middle school mathematics teachers was compared and consequently factors that explain self-efficacy measures were studied within each cultural context. The variables considered were (i) teacher related factors such as teacher-teacher respect, collective efficacy, use of tools, de-privatization, teacher-teacher feedback and collaboration and (ii) school related factors such as principal feedback to teacher, principal assist to teacher, teacher trust to principal, instructional leadership, teacher accountability to principal. Survey data were collected from 245 American, 379 Turkish in-service middle school mathematics teachers by the use of Middle-school Mathematics and vi the Institutional Setting of Teaching (MIST) scale. Construct and item level equivalencies were studied as a-priory analyses. Even though two-dimensional structure of the self-efficacy measure was verified, there were differences in the structure of the teacher and school related factors across the countries compared. Thus, the regression analyses were carried out separately within each country. There were significant mean differences in the mathematics teachers’ self-efficacy in the dimensions of classroom management strategies and student support strategies across Turkish and American samples in favor of the Turkish mathematics teachers. In the regression models, there were some differences with respect to the prediction of self-efficacy measures of teachers across the countries. On the other hand, in both cultures, collective efficacy of teachers and instructional leadership were found to be important predictors of self-efficacy.
Citation Formats
S. Sevgi, “A Cross cultural comparison of teacher and school related factors which explain self efficacy of middle school mathematics teachers,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.