Middle school mathematics teachers’ sense of self-efficacy for teaching mathematics to fifth grade students

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2016
Şener, Esra
The purpose of the study was to investigate the issue of whether middle school mathematics teachers' sense of self-efficacy for teaching differs in terms of type of teaching licence, gender and year of teaching experience. The current thesis also aimed at examining the relationship between middle school mathematics teachers' sense of self-efficacy for teaching mathematics to fifth grades and teaching independent from grade levels. The data were collected from 208 mathematics teachers from 50 public middle schools in the central area of Ankara, in the spring semester of 2014-2015. In order to determine teachers' self-efficacy the instruments called Mathematics Teachers' Sense of Efficacy Scale and Turkish version of Teachers' Sense of Efficacy Scale were used. The results were evaluated in terms of three dimensions: efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management via one-way MANOVA and pearson correlation analysis. The results indicated that there was not a significant difference in mathematics' teachers scores of self-efficacy with respect to type of teaching licence and gender whereas there was a significant difference in mathematics' teachers scores of self-efficacy for teaching independent from grade levels with respect to years teaching experience. Teachers with an experience of 16-20 years scored better for dimensions of efficacy for student engagement and instructional strategies. Moreover, teachers with a background of 0-5 years had fewer score in efficacy for instructional strategies. In addition, teachers who have been teaching for 6-10 years scored less in efficacy for student engagement. Moreover, the result of the correlation analysis indicated there was a strong and positive correlation between teachers' self-efficacy scores for teaching mathematics to fifth grades and teaching independent from grade levels.