The Relationship Between Mathematics Teachers' Beliefs and Teacher Effectiveness

• In Event: Moscone Center North Roundtable Session 9
  In Roundtable Session: Teacher Beliefs, Effective Teaching, and Student Learning Outcomes: What's the Connection?

Abstract

This study examines the relationship between teachers’ beliefs about instruction and their students and teacher effectiveness. An exploratory factor analysis was conducted on a teacher beliefs survey for teachers who entered New York City Public Schools through the New York City Teaching Fellows Program in 2006 and 2007. Hierarchical Linear Modeling was used to determine if there was a significant relationship between the emerging factors and teachers’ effectiveness, as measured by teacher rankings in value-added models (VAMs). Results indicate that teacher beliefs aligned to traditional (teacher-centered) instruction and teachers’ self-reported awareness of their students’ motivations to learn mathematics are related to teacher effectiveness.

Authors

• Margaret Walton, University of Maryland - College Park

• Andrew M. Brantlinger, University of Maryland

• Matthew J. Griffin, University of Maryland