Relationship Among Quality Instruction, Teachers' Self-Efficacy, and Student Mathematics Achievement: Evidence From TIMSS (Trends in International Mathematics and Science Study) 2011 Data

• In Event: 49.033 - Investigating the Role of Psychological Constructs in the Teaching and Learning of Mathematics

Abstract

The purpose of this study is to examine student, teacher, and school factors that are associated with student mathematics achievement in the US context. Using the data from the Third International Math and Science Study (TIMSS) 2011, this study examines factors that are associated with teachers who deliver quality instruction with high self-efficacy. We also investigate the association between teachers with high-quality instruction and high self-efficacy and 8th graders’ math achievement. It was found that teachers’ educational backgrounds and several school factors such as teachers’ perceived working condition and their perceived academic emphasis are associated with student mathematics achievement. In addition, students with teachers who provide high-quality math instruction with high self-efficacy found to have higher math achievement.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Seong Won Han, University at Buffalo - SUNY

• Chungseo Kang, University at Buffalo - SUNY