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Understanding The Role Of Confidence And Self-Efficacyin The Use Of Math Evidence-Based Practices In Middle School Inclusive Classrooms
Kennedy, Heather Michelle
Kennedy, Heather Michelle
Abstract
This study examined the use of six math evidence-based practices (EBPs) for students in middle school with disabilities and sought to understand whether teachers’ use of these practices was related to their confidence in implementation of EBPs or math teaching self-efficacy. I also examined differences between general and special education teachers. Math teaching self-efficacy was measured by the Math Teaching Efficacy Beliefs Instrument (MTEBI) and reported as two separate scores from two distinct subscales: Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). The results indicated that both general and special education teachers used EBPs frequently, but that special education teachers had lower confidence in implementing these practices. Self-reported overall math teaching efficacy was low for both groups, but general educators had lower PMTE than special education teachers. Although confidence predicted reported use of EBPs, self-efficacy did not predict the use of EBPs. Years of experience was negatively correlated to the use of math EBPs and was a significant predictor in the regression analysis. Implications for policy, practice, and leadership are discussed.
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2024-01-01
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Education
DOI
https://dx.doi.org/10.25774/w4-5w8b-m525