The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers

Artigo2023

Pazin Fadzil Aini Hayati; Maat Siti Mistima; Mahmud Muhammad Sofwan

Download disponível Baixar PDF na fonte Acessar texto completo

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

Teachers' perceptions of their abilities to create and implement cutting-edge teaching tactics have a significant impact on students' success, particularly in mathematics. Additionally, educators who are confident in their own ability to educate help create a learning atmosphere. In light of this information, it is important to consider in mathematics education the importance of understanding the opinions of mathematics teachers regarding their level of self-efficacy and its relationship to creative teaching. The purpose of this study was to determine the relationship between teachers’ self-efficacy and creative teaching of primary mathematics teachers. The questionnaire, which included 28 items and required responses on a 5-point Likert scale, was given to 210 mathematics teachers at random. The findings indicate that there is a significant relationship between teacher self-efficacy and creative teaching. The results of Pearson correlation coefficient analysis show that instructional strategies are the largest predictor of teacher’s self-efficacy (r (210) = 0.532, p < 0.05), followed by student engagement (r (210) = 0.441, p < 0.01), and class management (r (210) = 0.409, p < 0.05). Therefore, creative teaching may reliably predict teachers’ self-efficacy by 29.0% (R=0.543), according to the results of the linear regression analysis. Overall, this paper provides valuable insight into the critical role of perceptions of mathematics teachers' self-efficacy in shaping creative teaching approaches to mathematics education. Received: 5 July 2023 / Accepted: 27 August 2023 / Published: 5 September 2023

Dados da obra

Tipo: Artigo
Periódico: Journal of Educational and Social Research, v. 13, n. 5, p. 340
Editora: Richtmann Publishing
Ano: 2023 (2023-09-05)
Idioma: en
Palavras-chave: teacher self-efficacy; creative teaching; primary mathematics teachers; teaching methods; student engagement; classroom management; mathematics education
DOI: 10.36941/jesr-2023-0141
ISSN: 2239-978X, 2240-0524
Licença: cc-by-nc
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HAYATI, Pazin Fadzil Aini; MISTIMA, Maat Siti; SOFWAN, Mahmud Muhammad. The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers. Journal of Educational and Social Research, v. 13, n. 5, p. 340, 2023. DOI: https://doi.org/10.36941/jesr-2023-0141.

APA

Hayati, P. F. A., Mistima, M. S., & Sofwan, M. M. (2023). The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers. Journal of Educational and Social Research, 13(5), 340. https://doi.org/10.36941/jesr-2023-0141

BibTeX

@article{hayati2023,
  author = {Hayati, Pazin Fadzil Aini and Mistima, Maat Siti and Sofwan, Mahmud Muhammad},
  title = {The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers},
  year = {2023},
  journal = {Journal of Educational and Social Research},
  volume = {13},
  number = {5},
  pages = {340},
  publisher = {Richtmann Publishing},
  doi = {10.36941/jesr-2023-0141},
  language = {en}
}

RIS

TY  - JOUR
AU  - Hayati, Pazin Fadzil Aini
AU  - Mistima, Maat Siti
AU  - Sofwan, Mahmud Muhammad
TI  - The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers
PY  - 2023
JO  - Journal of Educational and Social Research
VL  - 13
IS  - 5
SP  - 340
DO  - 10.36941/jesr-2023-0141
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS