Establishing Validity of the Thai Mathematics Teaching Efficacy Beliefs Instrument

This article presents our work in translating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) from English to Thai and our resulting investigation of validity with Thai preservice teachers. The translation process occurred over several meetings between two U.S. mathematics educators and one Thai mathematics educator. To check for reliability the instrument was translated into Thai, back‐translated into English, and then cognitive interviews were conducted with native Thai speakers to check for accuracy, meaning, and readability. We used the newly translated Thai‐Mathematics Teaching Efficacy Beliefs Instrument (T‐MTEBI) to measure teacher efficacy beliefs as they related to Thai preservice mathematics teachers. Eight of the questions measure Mathematics Teaching Outcome Expectancy (MTOE). The mean of the scores on these questions was computed to form a MTOE score for each student. The remaining 13 questions measure Personal Mathematics Teaching Efficacy (PMTE). The mean of these scores was computed to obtain the PMTE score for each student. The mean of all 21 questions was computed to find an overall efficacy score for each student. The results of this study showed that the newly constructed T‐MTEBI produced reliability and validity measures comparable to the original MTEBI (Enochs, Smith, & Huinker, 2000).     

Revisiting the STEBI‐B: Measuring Self‐Efficacy in Preservice Elementary Teachers

The Science Teaching Efficacy Belief Instrument‐Preservice (STEBI‐B) has been used in many studies to measure science teaching self‐efficacy and outcome expectancy in preservice elementary teachers. Since its development in 1990, there have been no studies that have re‐examined its internal validity and reliability. The purpose of this study was to do so. Two hundred ninety preservice elementary teachers participated in this study. The STEBI‐B was administered at the beginning of science methods courses. A factor analysis established that the two subscales, Personal Science Teaching Efficacy Belief (PSTE) and Science Teaching Outcome Expectancy (STOE), on the STEBI‐B were homogeneous, and loadings were comparable to those reported by Enochs and Riggs (1990) . Two items on the STOE were found to exhibit cross‐loading on the factor analysis, as well as low item‐total correlations. These two items were modified and the revised instrument administered to 86 new participants. Both revised items loaded more clearly on the STOE subscale, and item‐total correlations were stronger. Comparison of means analyses showed that gender, number of science courses taken, and school science experiences had significant associations with PSTE. The STEBI‐B continues to be employed in hundreds of studies to measure science teaching self‐efficacy. It is important to continue to monitor its reliability and validity, as well as check on associations with various background variables. The modified STEBI‐B is included in an appendix with this article.     

The Science Teaching Self‐Efficacy of Prospective Elementary Education Majors Enrolled in Introductory Geology Lab Sections

This study examined prospective elementary education majors' science teaching self‐efficacy while they were enrolled in an introductory geology lab course for elementary education majors. The Science Teaching Efficacy Belief Instrument Form B (STEBI‐B) was administered during the first and last lab class sessions. Additionally, students were asked an open‐ended question to describe their experience in the education majors' geology lab. The results of the STEBI‐B were analyzed using paired t‐tests to determine whether the students changed their personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE). Results of this study indicate a significant increase in PSTE. No significant differences were found in STOE. This study suggests that science content courses designed for education majors may lead to a positive change in science teaching self‐efficacy and has implications for teacher educators in preparing science content courses for their teacher preparation program.     

A Mixed‐Method Study: Assessing the BAR Model's Impact on Preservice Teachers' Efficacy Beliefs

This study took place at a mid‐sized, Midwestern university located in a mid‐sized town. The researchers developed the BAR model to teach mathematics methods both in the classroom and in the field. The preservice teachers took Enochs, Smith, and Huinker's Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) on the first and last day of class. A total of 297 responses were collected from the pre‐ and posttests, with 280 matching responses, which were then used for data analysis. Mixed methods were used to analyze qualitative and quantitative data. The researchers sought to determine if the specific teaching methods from the BAR model led to positive changes in preservice teacher efficacy beliefs. They also explored if efficacy beliefs changed as a result of field experiences. Preservice teachers' efficacy scores changed positively on every item on the MTEBI. The researchers also determined that there was an increase in preservice teachers' outputs as a result of their field experiences.     

Linking Preservice Teachers' Mathematics Self‐Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

This study examined preservice teachers' mathematics self‐efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self‐Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics self‐efficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics self‐efficacy and mathematics teaching efficacy. In regard to affecting student outcomes, only those preservice teachers who are very confident in their ability to teach believe they can have an effect on their students. Implications on teacher education programs are discussed.     

Non‐Traditional Preservice Teachers and Their Mathematics Efficacy Beliefs

In Florida, recent legislative changes have granted community colleges the ability to offer baccalaureate degrees in education, frequently to non‐traditional students. Based on information obtained from the literature covering preservice teachers' math knowledge, teachers' efficacy beliefs about math, and high‐stakes mathematics testing, a study examined a population of preservice teachers in a new Florida teacher preparation program. The research investigated relationships surrounding non‐traditional preservice teachers' characteristics such as: ages, high‐stakes math failures, lower division mathematics history, and math methods course performance, in relation to their efficacy beliefs about mathematics. Results revealed that preservice teachers' ages, lower division mathematics history, and math methods course performance, did have a significant relationship with their math efficacy beliefs, as measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI); the variable of high‐stakes math failures did not. Additionally, a multiple regression model including the aforementioned variables did predict preservice teachers' MTEBI scores, but did not generalize to the greater population. The findings from this study can assist new teacher preparation programs in isolating variables that identify preservice teachers who are at risk for poor mathematical attitudes; can posit avenues for fostering positive math beliefs in preservice teachers; and can recommend further research in this area.     

An Extended Examination of Preservice Elementary Teachers' Science Teaching Self‐Efficacy

The purpose of this study was to examine programmatic factors that positively impact changes in elementary preservice teachers' teaching self‐efficacy beliefs. Specifically, it examined the impact of science methods courses, student teaching, and science content courses on elementary preservice teachers' science teaching self‐efficacy. The Science Teaching Efficacy Belief Instrument Form B was administered, using a pre/post design, to undergraduate elementary education majors in specific education and science content courses. A total of 399 responses were collected, of which 172 had matching pre/post surveys suitable for analysis. Students in the science content courses and student teaching seminar showed no significant change in either the Personal Science Teaching Efficacy (PSTE) or the Science Teaching Outcome Expectancy scales during the time they were enrolled in the classes. Significant gains in PSTE were found for students enrolled in the science methods course. The specific design of the education program and methods course may be responsible for these changes.     

Changes in Preservice Elementary Teachers' Sense of Efficacy in Teaching Science

This paper reports progress to date on a longitudinal study of changes in preservice teachers' sense of efficacy in teaching science. The study involved procedures designed to validate, in an Australian context, the Science Teaching Efficacy Beliefs Instrument (STEBI-B) comprised of two scales: Personal Science Teaching Efficacy Belief Scale (STE) and Science Teaching Outcome Expectancy Scale (STO). Concomitantly, the instrument was used to monitor changes in teachers' sense of science teaching efficacy employing a pretest and repeated posttest, one group research design. The subjects were students enrolled in a three-year Bachelor of Teaching (Primary) program. Correlations between pretest scores on STEBI-B and other measures of personal beliefs and behaviors, namely academic self concept and academic locus of control, supported the validity of STEBI-B. The results indicate that, over three semesters of the program, there was significant difference between the pretest and posttest scores on the STE scale. Possible explanations of the results obtained are discussed and evaluated and a justification for further long term research into teachers' sense of efficacy in teaching science is provided. Implications of the results for the teaching of elementary school science are discussed.     

Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers

The difference in gain scores produced by traditional pretests and those produced by retrospective pretests when compared to posttest scores on the Science Teaching Efficacy Belief Instrument for preservice teachers was investigated in this study. Results indicated that gain scores using the traditional pretest produced significant improvement in one factor, but not in the other, which is congruent with most other results for this instrument found in the literature. However, gain scores produced by using retrospective pretests produced a greater magnitude of significance for the first factor, and also produced significant gains for the second factor. Follow‐up interviews with participants provided evidence for greater internal validity for the retrospective pretest. Findings support the notion that retrospective pretests may produce gain scores with greater validity and greater statistical power.     

Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End‐of‐Instruction (EOI) Biology I Test Scores

The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End‐of‐Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the EOI Biology I test fell below the state academic proficiency level (Non‐proficient Group). The mean difference on the Personal Science Teaching Efficacy (PSTE) subscale scores between the two groups was not statistically significant. This indicates that personal science teaching efficacy was not statistically related to how a teacher s students scored on the EOI Biology I test. The mean difference on the Science Teaching Outcome Expectancy (STOE) subscale scores demonstrated a statistically significant difference between the science teaching outcome expectancy of the Non‐proficient Group and Proficient Group teachers. Proficient Group teachers had significantly higher STOE scores than teachers Non‐proficient Group teachers. This finding suggests that End‐of‐Instruction Biology I test scores were related to the expectations that a teacher held for his/her students to learn biology regardless of student home environment, availability of classroom materials, or student motivation.     

Exploring the Relationship Between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High‐Needs Schools

This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high‐needs, high‐minority urban schools. One major theme—the importance of establishing positive teacher–student relationships—surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university‐based field supervisors' observations during the teachers' first year, and (c) teachers' self‐reported responses on the Science Teaching Efficacy Belief Instrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high‐quality science teachers in high‐needs schools.     

Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers

This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7 university instructors and 542 preservice teachers (PSTs) from three different universities. A quasi‐experimental nonequivalent groups design was used for this study in which the following data sources were collected and analyzed. Three versions of a Learning Mathematics for Teaching test were given to assess PSTs‘ mathematical content knowledge for teaching: (a) Elementary Number Concepts and Operations—Content Knowledge; (b) Elementary Geometry—Content Knowledge; and (c) Middle School Number Concepts and Operations—Content Knowledge. In addition, the Mathematics Teacher Efficacy Beliefs Instrument was given to assess PSTs’ teacher efficacy beliefs. Test results were analyzed using paired samples t‐tests. Findings suggest that use of instructional materials, based on NAEP, with PSTs results in increases in their mathematical content knowledge for teaching and in their teaching efficacy beliefs.     

Construction and Validity of Geometry Attitude Scales

The purpose of this study was to develop and establish the validity and reliability of an instrument to measure students' attitudes toward geometry. Participants consisted of 264 undergraduate students from two universities, one in the Midwest and one in the Southwest. The instrument is a 5‐point Likert‐scaled survey consisting of 32 statements and 3 subscales. The internal consistency using Cronbach's coefficient alpha was 0.95 for the confidence subscale, 0.93 for the usefulness subscale, and 0.92 for the enjoyment subscale. For the overall instrument using the 32 items that comprised the three subscales, internal consistency reliability analysis revealed a Cronbach's coefficient alpha of 0.96. Additionally, this article reports on the content, criterion, and construct validity of the instrument.     

Middle‐School Mathematics Teachers' Beliefs in NCTM's Vision

This study examined the extent to which seventh‐ and eighth‐grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in these documents. Quantitative data were collected through the Mathematics Standards Belief Survey (MSBS), a survey specifically designed to measure teachers' overall belief in NCTM's vision as well as in certain philosophical tenets of NCTM. Of the 82 seventh‐ and eighth‐grade mathematics teachers in the identified school district of Nevada, 73 (89.0%) participated in this study. The data revealed that, among seventh‐ and eighth‐grade mathematics teachers, secondary‐certified teachers had significantly higher MSBS scores than elementary‐certified teachers. A number of other findings were made, including significant differences among mean belief scores in the philosophical tenets of NCTM.     

New Perspectives on the Gender Stereotyping of Mathematics

Historically, mathematics has been stereotyped as a male domain, and there is considerable evidence to support this belief. In the last 30 years, mathematics education researchers have uncovered a range of factors contributing to the documented achievement and participation differences that favored males and sought to redress them. Mathematics as a male domain, one of the subscales of the Fennema-Sherman Mathematics Attitude Scales (1976), has been used widely to assess the extent to which mathematics is stereotyped as a masculine sphere. It has been argued that some of the items comprising the subscale are anachronistic and that the subscale scores can no longer be interpreted reliably. In this article we outline the development of two new instruments-the mathematics as a gendered domain instrument and the who and mathematics instrument-that have been designed to overcome the limitations of the original Fennema-Sherman mathematics as a male domain subscale. We also present findings from the administration of the two instruments in Australia, where they were developed, and in the United States, the site of the trials of the original Fennema-Sherman scales. The results indicate that females feel more strongly than males about some aspects of gender stereotyping in mathematics although, in general, most students feel that mathematics is gender neutral.     

New Perspectives on the Gender Stereotyping of Mathematics

Historically, mathematics has been stereotyped as a male domain, and there is considerable evidence to support this belief. In the last 30 years, mathematics education researchers have uncovered a range of factors contributing to the documented achievement and participation differences that favored males and sought to redress them. Mathematics as a male domain, one of the subscales of the Fennema-Sherman Mathematics Attitude Scales (1976), has been used widely to assess the extent to which mathematics is stereotyped as a masculine sphere. It has been argued that some of the items comprising the subscale are anachronistic and that the subscale scores can no longer be interpreted reliably. In this article we outline the development of two new instruments-the mathematics as a gendered domain instrument and the who and mathematics instrument-that have been designed to overcome the limitations of the original Fennema-Sherman mathematics as a male domain subscale. We also present findings from the administration of the two instruments in Australia, where they were developed, and in the United States, the site of the trials of the original Fennema-Sherman scales. The results indicate that females feel more strongly than males about some aspects of gender stereotyping in mathematics although, in general, most students feel that mathematics is gender neutral.     

A Multi‐Method Investigation of Mathematics Motivation for Elementary Age Students

This paper presents the results of a multi‐method study examining elementary students with high self‐reported levels of mathematics motivation. Second‐ through fifth‐grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics motivation across three subscales: (a) Math Anxiety, (b) Self‐Efficacy, and (c) Value of Math. Results from this quantitative phase were used to identify a sample for a qualitative phase examining how students who report high levels of motivation perceive mathematics. The resulting qualitative phase utilized a phenomenological design to explore mathematics motivation for a particular set of students in a fifth‐grade setting. Findings indicate that elementary students with high mathematics motivation value mathematics as a present and future oriented discipline and value teachers that deemphasize testing as a measure of success.     

Development of the Environmental Education Teaching Efficacy Belief Instrument

The increasing popularity of including environmental topics and issues in school curricula has created a need for effective environmental education teachers. One way to evaluate teacher effectiveness is through teacher efficacy, a belief measure that evaluates a teacher's perception that he/she can teach effectively. Research suggests that teachers’ instructional decisions are influenced by their beliefs, which are framed by their personal experiences. Because teacher efficacy is content specific, the purpose of this study was to develop a survey, the Environmental Education Teacher Efficacy Belief Instrument (EETEBI), to measure the teacher efficacy beliefs of preservice teachers as they relate to environmental education teaching strategies and outcomes.