An investigation of high school preservice teachers’ self-efficacy in teaching mathematics

Simple item page
dc.contributor.authorHendricks, Winston
dc.contributor.authorOlawale, Babawande Emmanuel
dc.contributor.authorSaddiq, Khalid
dc.contributor.editorMeletiou-Mavrotheris, M.
dc.date.accessioned2026-10-09T11:43:30Z
dc.date.available2026-10-09T11:43:30Z
dc.date.issued2024-11-19
dc.descriptionResearch paper
dc.description.abstractThe influential theory proposed by Bandura suggests that teachers with high self-efficacy— those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring.
dc.format.extent13 pages
dc.identifier.citationHendricks, W.; Olawale, B.E.; Saddiq, K. An Investigation of High School Preservice Teachers’ Self-Efficacy in Teaching Mathematics. Educ. Sci. 2024, 14, 1262. https:// doi.org/10.3390/educsci14111262
dc.identifier.issn2227-7102
dc.identifier.urihttp://hdl.handle.net/20.500.11837/5311
dc.language.isoen
dc.publisherMDPI
dc.relation.ispartofseriesEducation Sciences
dc.subjectMathematics teachers
dc.subjectStudent teachers
dc.subjectSelf-efficacy
dc.titleAn investigation of high school preservice teachers’ self-efficacy in teaching mathematics
dc.typeArticle
person.identifier.orcidHendricks, Winston 0000-0002-1308-9521
person.identifier.orcidOlawale, Babawande Emmanuel 0000-0001-5265-1583
person.identifier.orcidSaddiq, Khalid 0000-0002-3918-8667

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
education-14-01262-v2.pdf
Size:
857.98 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Research Outputs