Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices
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Resumo
Given that teachers’ self-efficacy belief is correlated with students’ performance and positive behavior in terms of teaching, the present study examined the teaching practices of mathematics teachers and their self-efficacy beliefs with regard to some variables (gender, educational background, teaching phase, and school type). This study is underpinned by a positivist paradigm and a quantitative research approach. The researchers employed a survey research design. The population for this study is made up of all mathematics teachers in schools located in the Eastern Cape Province, South Africa from which a total of 266 mathematics teachers teaching in senior phase, further education and training phase, and intermediate phase were randomly sampled. In order to collect data, teachers teaching practice self-efficacy scale, which consisted of 23 items and four dimensions was employed. One-way analysis of variance, independent samples t-test, and arithmetic mean were conducted in analyzing the collected data. Despite having a high degree of confidence in their instructional strategies, teachers’ low self-efficacy beliefs were found to be influenced by the kind of schools, where they were teaching and their level of education. Based on these findings, it was recommended that relevant stakeholders in the education sector should make schools conducive to learning through the provision of required instructional materials that supports the teaching and learning of mathematics.
Dados da obra
- Tipo
- Artigo
- Periódico
- Eurasia Journal of Mathematics Science and Technology Education, v. 20, n. 1, p. em2392
- Editora
- Modestum Limited
- Ano
- 2024 (2024-01-16)
- Idioma
- en
- Palavras-chave
- mathematics teachers; teacher self-efficacy; teaching practice; teaching methods; gender differences; educational background; teaching phases; school type; senior phase; further education and training; intermediate phase; Eastern Cape
- Temas
- Práticas Pedagógicas
- DOI
- 10.29333/ejmste/14123
- ISSN
- 1305-8215, 1305-8223
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
OLAWALE, Babawande Emmanuel; HENDRICKS, Winston. Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices. Eurasia Journal of Mathematics Science and Technology Education, v. 20, n. 1, p. em2392, 2024. DOI: https://doi.org/10.29333/ejmste/14123.
APA
Olawale, B. E., & Hendricks, W. (2024). Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices. Eurasia Journal of Mathematics Science and Technology Education, 20(1), em2392. https://doi.org/10.29333/ejmste/14123
BibTeX
@article{olawale2024,
author = {Olawale, Babawande Emmanuel and Hendricks, Winston},
title = {Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices},
year = {2024},
journal = {Eurasia Journal of Mathematics Science and Technology Education},
volume = {20},
number = {1},
pages = {em2392},
publisher = {Modestum Limited},
doi = {10.29333/ejmste/14123},
language = {en}
}RIS
TY - JOUR AU - Olawale, Babawande Emmanuel AU - Hendricks, Winston TI - Mathematics teachers’ self-efficacy beliefs and its relationship with teaching practices PY - 2024 JO - Eurasia Journal of Mathematics Science and Technology Education VL - 20 IS - 1 SP - em2392 DO - 10.29333/ejmste/14123 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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