Predictors of curriculum implementation level in elementary mathematics education: Mathematics-related beliefs and teacher self-efficacy beliefs

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye

Tezin Onay Tarihi: 2015

Öğrenci: KEVSER KABAOĞLU

Danışman: YEŞİM ÇAPA AYDIN

Özet:

The aim of the current study was to investigate the degree to which teachers' mathematics-related beliefs, teacher self-efficacy beliefs, and teacher demographics (gender, years of teaching experience, year of teaching experience in the current school, participation to in-service training programs) predict curriculum implementation in elementary mathematics classrooms. The sample of the study consisted of 322 elementary mathematics teachers working in public schools located in three central districts of Ankara. Data were collected with a survey instrument which was consisted of four main parts, specifically (1) Curriculum Implementation Scale, (2) Mathematics-Related Belief Scale, (3) Turkish Version of the Teachers‟ Sense of Efficacy Scale, and (4) Teacher Demographics Form. To provide evidence for reliability and validity of scales, exploratory and confirmatory factor analyses were carried out and internal consistency reliability was generated for each subscale. Hierarchical multiple regression analysis indicated that teachers‟ mathematics-related beliefs (traditional and constructivist mathematics-related beliefs) and teacher selfefficacy for student engagement significantly contributed the extent of curriculum implementation. On the other hand, teacher demographics could not show a significant influence on the degree of curriculum implementation.