The Teaching Efficacy of Preservice Mathematics Teachers: Research in the Republic of Serbia

• Authors: Aleksandra M. Mihajlović , Nenad R. Vulović , Milan P. Milikić

Abstracts

EN

This research aims to study the psychometric properties and theoretical structure of the Serbian version of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) which was developed by Enochs, Smith and Huinker (2000). The sample consisted of 252 preservice primary and preschool teachers from teacher education faculties in Serbia. The original MTEBI indicated acceptable reliability (α=0.779). The results of confirmatory factor analysis indicate that the fit of the original MTEBI model to the data is not acceptable, but the re-specified model (MTEBI12) shows good fit and acceptable reliability (α=0.742). These findings indicate that a short 12 item version of MTEBI possesses adequate psychometric properties and is applicable to the sample of respondents in the Republic of Serbia.

Keywords

EN

Teaching effi cacy; mathematics teaching; preservice primary and preschool teachers; MTEBI

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2020
• Volume: 61
• Pages: 63-75

Dates

published

2020

Contributors

author

Aleksandra M. Mihajlović

• University of Kragujevac

author

Nenad R. Vulović

• University of Kragujevac

author

Milan P. Milikić

• University of Kragujevac

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). New York: Cambridge University Press.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
• Bentler, P.M., & Wu, E.J.C. (2005). EQS 6.1 for Windows user’s Guide. Encino, CA: Multivariate Software.
• Bollen, K.A., & Stine, R.A. (1992). Bootstrapping goodness-of-fit measures in structural equation models. Sociological Methods and Research, 21(2), 205-229.
• Borko, H., & Putnam, R.T. (1996). Learning to teach. In D.C. Berliner and R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.
• Brown, T.A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
• Byrne, B.M. (2010). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming. New York, NY: Routledge.
• Cetinkaya, B., & Erbas, A.K. (2011). Psychometric properties of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument for in-service teachers. The Spanish Journal of Psychology, 14(2), 956-966.
• Enochs, L.G., & Riggs, I.M. (1990). Further Development of an Elementary Science Teaching Efficacy Belief Instrument: A Preservice Elementary Scale. School Science and Mathematics, 90(8), 694-706.
• Enochs, L.G., Smith, P.L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy instrument. School Science and Mathematics, 100(4), 194-202.
• Gavora, P. & Wiegerová, A. (2017). Self-efficacy of students in a pre-school education programme: the construction of a research instrument. The New Educational Review, 47(1), 125-138.
• Hu, L., & Bentler, P.M. (1999). Cutoffcriteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
• Kline, R.B. (2011). Methodology in the Social Sciences. Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press.
• Mardia, K.V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530.
• Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263-279.
• Maasepp, B., & Bobis, J. (2014). Prospective primary teachers’ beliefs about mathematics. Mathematics Teacher Education and Development, 16(2), 89-107.
• McGee, J.R., & Wang, C. (2014). Validity-supporting evidence of the self-efficacy for teaching mathematics instrument. Journal of Psychoeducational Assessment, 32(5), 390-403.
• Mihajlović, A. (2019). Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study. The New Educational Review, 55(1), 89-99.
• Mostofo, J. (2013). Using lesson study with preservice secondary mathematics teachers: Effects on instruction, planning, and efficacy to teach mathematics (Doctoral dissertation). Arizona State University, USA. Retrieved from https://repository.asu.edu/items/16460
• Nevitt, J., & Hancock, G.R. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8(3), 353-377.
• Tabachnick, B.G., & Fidell, L.S. (2007). Using Multivariate Statistics (5t ed.). New York: Allyn and Bacon.
• Takunyaci, M., & Takunyaci, M. (2014). Preschool teachers’ mathematics teaching efficacy belief. Procedia - Social and Behavioral Sciences, 152, 673-678.
• Tschannen-Moran, M., & Hoy, A.W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
• Wilhelm, A.G., & Berebitsky, D. (2019). Validation of the mathematics teachers’ sense of efficacy scale. Investigations in Mathematics Learning, 11(1), 29-43.

Identifiers

DOI

10.15804/tner.20.61.3.05

Biblioteka Nauki

1963634