A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States
Item
Title
A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States
Abstract/Description
This study aims to compare teachers’ self-efficacy across Turkish and American in-service middle-school mathematics teachers. The samples consist of 379 Turkish and 245 American in-service middle-school mathematics teachers. The self-efficacy questionnaire of the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) scale was used in the study. The exploratory factor analysis revealed two dimensions of the self-efficacy measures across the American and Turkish teachers, such as classroom management and student support strategies. The measurement invariance property of the scale was evaluated before comparing the means of the groups. Despite the differences between the education systems, teachers’ efficacy beliefs function quite similarly across the countries. The statistically significant mean differences in the subscale scores of efficacy measures between Turkish and American samples have no practical value. In both countries, teachers reported high level of confidence in efficacy beliefs in classroom management and student support strategies.
Author/creator
Date
Pages
1-18
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0020-739X
Citation
Sevgi, S., Berberoglu, G., Cobb, P., & Smith, T. M. (2021). A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers Across Turkey and the United States. International Journal of Mathematical Education in Science and Technology, 0(0), 1–18. https://doi.org/10.1080/0020739X.2020.1861348
Comments
No comment yet! Be the first to add one!