Date of Final Oral Examination (Defense)
Type of Culminating Activity
Master of Science in STEM Education
Curriculum, Instruction, and Foundational Studies
Michele Carney, Ph.D.
Philip P. Kelly, Ph.D.
Laurie Cavey, Ph.D.
This study examined the relationship between elementary teachers’ mathematical knowledge for teaching (MKT) and their self-efficacy for teaching mathematics. Self-efficacy and MKT are of high importance with implications in regards to quality of instruction and the Common Core State Standards for mathematics. Using the Content Knowledge for Teaching Mathematics (CKT-M) instrument, data for this study were collected from thirty-five elementary school teachers participating in the Improving Teachers’ Monitoring of Learning Grant at the time. The data were concerned with these teachers’ self-efficacy with the pedagogy and content of mathematics using the Self-Efficacy for Teaching Mathematics Instrument (SETMI). Qualitative data were collected pertaining to teachers’ perceptions of the positive influences and challenges of implementing the Common Core State Standards into their classroom.
A correlational analysis was run with the data collected from the survey to test for a relationship between the two self-efficacy constructs and the MKT. The results indicated no statistically significant relationship between either of the two self-efficacy constructs and participants’ MKT. The qualitative data responses revealed the themes of training and support as positive influences, while curriculum and time demands were seen as the major challenges. Further research should be conducted to continue examining the relationship between self-efficacy and MKT using a larger, random sample to help gain a more true representation of the larger population.
McKinney, Meagan, "The Relationship Between Elementary Teachers' Self-Efficacy for Teaching Mathematics and Their Mathematical Knowledge for Teaching" (2015). Boise State University Theses and Dissertations. 944.