Date of Award
4-2-2012
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Dr. George Foldesy
Committee Members
Dr. David Holman; Dr. John Beineke; Dr. Michael Hall; Dr. Natalie Leslie-Johnson
Call Number
LD251 .A566d 2012 J32
Abstract
This study examined secondary mathematics teachers' self-efficacy within six school districts. In addition, the relationship between teacher efficacy on teachers' demographic characteristics of gender, number of years teaching, number of mathematics courses completed, achievement status of school, and grade level were studied. Research linked teachers' efficacy to student achievement (Goddard, Hoy, & Hoy, 2000; Tournaki & Podell, 2005). The number of mathematics courses completed indicated the content knowledge of teachers (Hill & Ball, 2009; Wilson et al., 2002). Data for the study were collected from a sample of 138 secondary mathematics teachers in three mid-south states using the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and researcher-created demographic sheet. Data analysis indicated there was not a significant difference between the self-efficacy and content knowledge. Thus, additional investigation is needed concerning secondary mathematics teachers' level of efficacy based on the number of content course completed. Furthermore, significance was found between mean scores of efficacy measures for grade level taught and years of experience.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Jones, Daphne Latrice, "The Effects of Content Knowledge on Teacher Efficacy of Secondary Mathematics Teachers Within Three Mid-South States" (2012). Student Theses and Dissertations. 857.
https://arch.astate.edu/all-etd/857
