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Factors Affecting Teacher Self-effic...

St. John's University (New York), School of Education and Human Services.

Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction./
Author:	Pacinello, Christine.
Description:	1 online resource (193 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355624595

Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction.
Pacinello, Christine.

Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction. - 1 online resource (193 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.

Includes bibliographical references

The purpose of this study was to determine the effects of instructional strategies on teacher self-efficacy beliefs about teaching mathematics to more fully understand the relationship between the two groups, and two determine what factors, if any, improve mathematics teaching self- efficacy beliefs of teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355624595Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction.
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100 1 $a Pacinello, Christine. $3 1194368
245 1 0 $a Factors Affecting Teacher Self-efficacy in Elementary Mathematics Instruction.
264 0 $c 2018
300 $a 1 online resource (193 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Anthony Annunziato.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine the effects of instructional strategies on teacher self-efficacy beliefs about teaching mathematics to more fully understand the relationship between the two groups, and two determine what factors, if any, improve mathematics teaching self- efficacy beliefs of teachers.
520 $a The study was conducted in elementary schools using anonymous self- report teacher surveys. Usable data were received from 93 teachers in 47 elementary schools in the Diocese of Rockville Centre, Long Island, New York.
520 $a The findings revealed that respondents' perceived ability to provide feedback and clarification, as well as accommodating individual student needs, were the two principal factors which explain the variance in teacher's self- efficacy beliefs. These two factors themselves are influenced by the teachers' understanding mathematical concepts. From the data gathered in this study, we can conclude although teachers may welcome student questions, they do not always feel confident in their ability to answer these questions sufficiently. The data also revealed that overall, teachers lack confidence in their performance in front of superiors, their ability to get students interested in mathematics, as well as their ability to increase student retention. The instructional practices of the respondents were more traditional, and teacher- centric; the data revealed that this was related to underlying beliefs about mathematics instruction as well as the respondents' perceived understanding of mathematical concepts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York), School of Education and Human Services. $3 1180120
773 0 $t Dissertation Abstracts International $g 79-04A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10758602 $z click for full text (PQDT)

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