Abstract:
Self-efficacy is well known to shape the instructional decisions and effectiveness of
teachers (Pajares, 1996; Tschannen-Moran, Woolfolk Hoy & Hoy, 1998). It stands to reason that
mathematics efficacy would also influence the quality of instruction students receive and
therefore their abilities to achieve and grow in their mathematics abilities.
The purpose of this study was to explore the relationship between elementary teacher
mathematics efficacy and teacher demographics through a better understanding of the individual
variables contributing to elementary teachers’ mathematics efficacy. Another purpose was to
adapt and test the Teacher Sense of Efficacy Scale as an appropriate measure for mathematics
efficacy. After reviewing the efficacy work of other researchers (Bandura, 1977; Tschannen-
Moran, Hoy & Hoy, 1998) the need for this specific research was clear as there were limited
quantitative studies focused on teacher mathematics efficacy at the elementary school level.
Therefore, this study sought to add to the body of research through deepening the understanding
of how different variables shape teachers’ mathematics efficacy within the confines of a large
urban district.
Data for this study were collected from 9 elementary schools and 240 teachers using the
long version of the Teachers’ Sense of Efficacy Scale (TSES) that was adapted with permission
to measure mathematics efficacy. The TSES is a Likert-scale survey tool that was developed by
Tschannen-Moran and Woolfolk Hoy (2001). The study’s design was to measure mathematics
efficacy for instructional strategies, student engagement, and classroom management.
Statistically significant relationships were found between teacher mathematics efficacy,
gender, and degree as measured by the TSES. Specifically, males were more mathematically
efficacious than females and mathematics efficacy rose with the completion of each degree after
an undergraduate degree. Statistically significant relationships were also found between teacher
mathematics efficacy and degree attained (subscale 1 Student Engagement), gender (subscale 2
Instructional Strategies), and grade level taught (subscale 3 Classroom Management). The
results of this study also suggested the need for a larger and more inclusive sample size to give
deeper understanding to the findings. Implications for future research included
recommendations for elementary teacher mathematics studies incorporating schools serving rural
and suburban students as well as studying how school climate and culture contribute to teacher
mathematics efficacy.
