Relationship Between Teacher Efficacy and Instructional Practices: An Examination in Asian Countries Using TIMSS (Trends in International Mathematics and Science Study) 2011

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-3 - Examining Trends From Assessments in Mathematics

Abstract

Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the western literature. However, this assumption has not been adequately examined in non-western context. Drawing on the Trends of International Mathematics and Science Study 2011 8th grade mathematics teachers’ data, this study examined the relationship between teacher efficacy in teaching mathematics and teachers’ mathematical instructional practices in five Asian countries. Guided with Bandura’s social cognitive theory, this study found that teacher efficacy in teaching mathematics were not always statistically and positively related to their instructional practices in engaging students in learning mathematics, which challenges the theoretical assumption about the positive relationship between teacher efficacy and instructional practices.

Authors

• Qingmin Shi, Nevada State College

• Jian Wang, Texas Tech University

• Shaoan Zhang, University of Nevada - Las Vegas