Teacher Practices and Beliefs on Students’ Mathematic Self-Efficacy: A Multilevel Analysis

• In Event: Roundtable Session 25
  In Roundtable Session: Teacher Contribution to School Effectiveness

Abstract

The study seeks to determine the extent to which teacher beliefs and practices can enhance high school students’ mathematics self-efficacy. Data was collected from 20,739 students and 504 mathematics teachers from 128 schools in three provinces of Kenya between February and April 2011. Preliminary analysis using factor analysis has identified three dimensions of students’ mathematics self-efficacy and three dimensions of teacher practices. Two-level hierarchical linear model revealed that teachers’ usage of student centered approaches (SCA) have a positive relationship with the adjusted classroom average in students’ high self-confidence. Teachers’ usage of a wide variety of approaches narrows the gender-gap in students’ high self-confidence. Further analysis will continue during summer 2011 for a final report to be written in fall 2011.

Author

• Joshua Gisemba Bagaka's, Cleveland State University