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South Korean elementary teachers' mathematics teaching efficacy beliefs : Implications for educational policy and research

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  • South Korean elementary teachers' mathematics teaching efficacy beliefs
  • Kim, Rina; Shin, Hang Gyun; Mitchell, Rebecca
  • International Scientific Publications and Consulting Services


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Title South Korean elementary teachers' mathematics teaching efficacy beliefs
Similar Titles
Sub Title

Implications for educational policy and research

Material Type Articles
Author(English)

Kim, Rina; Shin, Hang Gyun; Mitchell, Rebecca

Publisher

[Mannheim]:International Scientific Publications and Consulting Services

Date 2014
Journal Title; Vol./Issue Mathematics Education Trends and Research:vol. 2014
Pages 17
Subject Country South Korea(Asia and Pacific)
Language English
File Type Link
Subject Social Development < Education
Holding ISPACS

Abstract

It is known that teacher efficacy is associated with mathematical instructional quality and student confidence (Gresham, 2009). To think more about ways to promote teacher efficacy, we examined South Korean elementary teachers' mathematics teaching efficacy beliefs and what factors increase their efficacy beliefs. A translated and adapted version of the mathematics teaching efficacy belief instrument was used to gather information on teachers' mathematics teaching efficacy beliefs and their background information (n=283). Based on statistical analyses (ANOVA and the multiple regression model), we found that South Korean mathematics teaching efficacy beliefs differ by educational level in mathematics education, certification level, and range of teaching experience. For example, teacher efficacy beliefs increase with experience, on average, with the highest occurring in teachers with between eleven and fifteen years of experience, then decline after fifteen years, possibly because of a reduction in certification and professional development participation after that time. (The rest omitted)