Journal of the Korean School Mathematics Society (한국학교수학회논문집)

The Korean School Mathematics Society (한국학교수학회)
권호 표지
DOI QR코드

DOI QR Code

A Psychometric Analysis and Revision of the Mathematics Teaching Efficacy Beliefs Instrument Using the Rasch Model: Focusing on Personal Teaching Efficacy

Rasch 모형을 활용한 수학 교수 효능감 측정 도구의 심리측정적 특성 분석 및 수정: 개인 효능감 요인을 중심으로

  • Received : 2020.08.12
  • Accepted : 2020.10.15
  • Published : 2021.03.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of the study was to examine the psychometric properties of the personal teaching efficacy of the Mathematics Teaching Efficacy Beliefs Instrument and revise the scale for the use of Korean elementary school teachers. Data were collected from 299 elementary teachers. A Rasch analysis was used to evaluate unidimensionality and appropriateness of category use and item difficulty levels. Moreover, person separation and reliability as well as item separation and reliability were examined using the revised scale. Results suggested that the original personal teaching efficacy scale (13 items with five categories) had several problems in its psychometric properties. Thus, we revised the scale into eight items with four categories. The follow-up analysis results showed the revised scale provided sufficient psychometric properties for measuring Korean elementary school teachers' self-efficacy beliefs for teaching mathematics. Limitations and implications of the study were also discussed.

본 연구의 목적은 수학 교수 효능감 측정 도구(MTEBI)의 심리측정적 특성을 탐색하고 한국 초등 교사들에게 사용할 수 있게 측정 도구를 수정하는 것이다. 문헌 연구를 바탕으로 MTEBI 중 개인 효능감 요인만을 분석하였다. 299명의 초등 교사들의 설문자료를 Rasch 모형을 이용하여 일차원성 가정, 응답범주 적절성, 문항 난이도 적절성, 분리지수와 신뢰도 측면에서 분석하였다. 분석 결과 5점 범주로 된 13개 문항은 심리측정적 측면에서 몇 가지 문제가 있는 것으로 나타났다. 따라서, 후속 분석에서 5점 범주 대신 4점 범주로 수정하였으며 5개의 문항을 삭제한 후 8문항을 사용해 심리측정적 특성을 재분석하였다. 그 결과, 수정된 측정 도구는 초등 교사들의 수학 교수에 대한 개인효능감을 타당성 있게 측정하는 것으로 나타났다. 본 연구의 제한점과 제언을 추가 논의하였다.

Keywords

References

  1. Alkhateeb, H. M. (2004). Internal consistency reliability and validity of the Arabic translation of the mathematics teaching efficacy beliefs instrument. Psychological Reports, 94(3), 833-838. https://doi.org/10.2466/pr0.94.3.833-838
  2. Bagaka, J. G. (2011). The role of teacher characteristics and practices on upper secondary school students' mathematics self-efficacy in Nyanza province of Kenya: A multilevel analysis. International Journal of Science and Mathematics Education, 9(4), 817-842. https://doi.org/10.1007/s10763-010-9226-3
  3. Bandura, A. (1997). Self-ef icacy: The exercise of control. New York, NY: W. H. Freeman & Company.
  4. Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-ef icacy beliefs of adolescents (pp. 307-337). Charlotte, NC: Information Age.
  5. Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  6. Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31, 346-370.
  7. Cho, S. H., Park, S. W., & Hwang, H. Y. (2014). Analysis of the current situation of affective characteristics of Korean students based on the results of PISA and TIMSS. Journal of the Korean School Mathematics Society, 17(1), 23-43.
  8. Charalambous, C. Y., & Philippou, G. N. (2010). Teachers' concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics, 75(1), 1-21. https://doi.org/10.1007/s10649-010-9238-5
  9. Crocker, L., & Algina, J. (2008). Introduction to classical and modern test theory. Mason, OH: Cengage Learning.
  10. Dofkova, R., & Kvintova, J. (2018). Self-efficacy in pre-service teachers of mathematics: the development of a new testing instrument in the Czech Republic. In L. G. Chova, A. L. Martinez, & I. C. Torres (Eds.) 11th annual International Conference on Education and New Learning Technologies Conference Proceedings (pp. 3-12). Valencia.
  11. Donnell, L. A., & Gettinger, M. (2015). Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development. Teaching and Teacher Education, 51, 47-57. https://doi.org/10.1016/j.tate.2015.06.003
  12. Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194-202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x
  13. Han, J. S., Park, H. B., & Lee, H. S. (2013). A Study on the effect of gifted students' self-efficacy, achievement motivation and academic achievement for mathematics prerequisite learning: Focused on the science education institute for the gifted, university. Journal of the Korean School Mathematics Society, 16(1), 87-112.
  14. Head, C. F. (2012). Comparative analyses of mathematics teachers' ef icacy using factor analysis and the Rasch Model. (Unpublished doctoral dissertation), Kennesaw State University.
  15. Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404-420. https://doi.org/10.1177/00131640121971284
  16. Heo, Y. W., & Kim, S. Y. (2013). The effects of students' mathematics learning achievements on elementary school teachers' self-efficiency in math. School Mathematics. 15(2), 337-352.
  17. Hines, M. T. (2008). The interactive effects of race and teacher self-efficacy on the achievement gap in school. International Electronic Journal for Leadership in Learning, 12(11), 1-11.
  18. Hong, S., Kim, B. S., & Wolfe, M. M. (2005). A psychometric revision of the European American Values Scale for Asian Americans using the Rasch model. Measurement and Evaluation in Counseling and Development, 37(4), 194-207. https://doi.org/10.1080/07481756.2005.11909760
  19. Kieftenbeld, V., Natesan, P., & Eddy, C. (2011). An item response theory analysis of the mathematics teaching efficacy beliefs instrument. Journal of Psychoeducational Assessment, 29(5), 443-454. https://doi.org/10.1177/0734282910391062
  20. Kim, J. H., & Kang, M. B. (2015). Analysis of elementary school teachers' efficacy on mathematics teaching. Journal of Educational Research in Mathematics, 25(1), 75-93.
  21. Kim, R. N., & Shin, H. G. (2017). Development and validation of mathematics teaching efficacy scale for South Korean elementary teachers. Journal of Elementary Mathematics Education in Korea, 21(3), 443-460.
  22. Korean Educational Statistics Service. (2019). Statistical yearbook of education. Retrieved Sep. 14, from https://kess.kedi.re.kr/eng/
  23. Koutsianou, A., & Emvalotis, A. (2019). Greek pre-service primary teachers' efficacy beliefs in science and mathematics teaching: Initial adaptation of the STEBI-B and MTEBI instruments. International Journal of Educational Methodology, 5(3), 375-385. https://doi.org/10.12973/ijem.5.3.375
  24. Linacre, J. M. (2012). Winsteps: Rasch measurement computer program user's guide. Beaverton, Oregon: Winsteps.com.
  25. Maguire, K. (2011). The role of teacher ef icacy in student academic achievement in mathematics. (Unpublished doctoral dissertation), Walden University.
  26. McGee, J. R., & Wang, C. (2014). Validity-supporting evidence of the self-efficacy for teaching mathematics instrument. Journal of Psychoeducational Assessment, 32(5), 390-403. https://doi.org/10.1177/0734282913516280
  27. Ministry of Education. (2015). Mathematics curriculum: Ministry of Education Notice [supplement 8]. Seoul: Author.
  28. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.
  29. Nie, Y., Tan, G. H., Liau, A. K., Lau, S., & Chua, B. L. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67-77. https://doi.org/10.1007/s10671-012-9128-y
  30. Philippou, G. N., & Pantziara, M. (2015). Developments in mathematics teachers' efficacy beliefs. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic af ect systems in mathematics education (pp. 95-117). Cham: Springer International Publisher
  31. Rang, D. H. (2007). Reliability and validity of Korean translated mathematics teaching efficacy beliefs inventory. The Mathematics Education, 46(3), 263-272.
  32. Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278-312.
  33. Smith, J. P., III. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387-402. https://doi.org/10.2307/749874
  34. Spillane, J. P. (2000). A fifth-grade teacher's reconstruction of mathematics and literacy teaching: Exploring interactions among identity, learning, and subject matter. The elementary school Journal, 100(4), 307-330. https://doi.org/10.1086/499644
  35. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  36. Van Zile-Tamsen, C. (2017). Using Rasch analysis to inform rating scale development. Research in Higher Education, 58(8), 922-933. https://doi.org/10.1007/s11162-017-9448-0
  37. Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303-310. https://doi.org/10.3200/JOER.100.5.303-310
  38. Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Vol. 5: Self-ef icacy and adolescence (pp. 117-137). Greenwich, CT: Information Age Publishing.
  39. Wright, B. D., & Masters, G. N. (1982). Raring scale analysis. Chicago, IL: MESA Press.