• Journal of Elementary Mathematics Education in Korea
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• v.21 no.3
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• pp.443-460
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• 2017

The aim of this study was to develop and validate a mathematics teaching efficacy scale for South Korean Elementary Teachers. The sample was consisted of 300 elementary teachers in South Korea. A total of 13 items were developed and examined for internal consistence. The results of this study showed that the proposed scale was appropriate to represent mathematics teaching efficacy of elementary teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.3
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• pp.519-537
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• 2014

Teacher efficacy influences teacher's own behaviors in class and students outcomes such as achievement, motivation and their own self-efficacy. In recent years, self efficacy and teacher efficacy are becoming more popular in many educational aspects. Teacher efficacy depends on him/her and each tasks and goals. Therefore, we need special instrument for measuring mathematics teacher efficacy. On this study, we derived educationally meaningful factors on mathematics teacher efficacy from previous literature. We developed Mathematics Teaching Efficacy Instrument(MTEI) consisted of 30 items with 6-point Likert scale. The six factors are as follows; mathematics teaching efficacy expectancy, mathematics teaching outcome expectancy, mathematics teaching content knowledge, teacher belief on their own students, the past mathematics learning experience for teacher own, influence from social-cultural environment.

• Journal of Educational Research in Mathematics
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• v.25 no.1
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• pp.75-93
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• 2015

The purpose of this study is for investing and analysing elementary teachers' efficacy on teaching mathematics. It was measured by Kang & Kim(2014)'s instrument; MTEI (Mathematics Teaching Efficacy Instrument). The survey was conducted on a sample of 183 participants. The findings of this study are that mathematics teaching efficacy of elementary school teachers in South Korea is 64 percent based on 100 percent. There was no significant difference between women teachers and men teachers. Teachers who have taught longer than 5 years and less than 10 years have the lowest mathematics teaching efficacy. Teachers who were major in Mathematics have higher mathematics teaching efficacy than non-major in Mathematics. In addition, chances of training about mathematics make their efficacy higher.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.1
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• pp.35-53
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• 2016

The purpose of this study is for investing and analysing preservice elementary mathematics teachers' efficacy on teaching mathematics. It was measured by Kang & Kim(2014)'s instrument; MTEI (Mathematics Teaching Efficacy Instrument). The survey was conducted on a sample of 164 participants who are the 2 or 4 grade in 3 universities of education. The findings of this study are that mathematics teaching efficacy of preservice elementary mathematics teachers in South Korea is 61 percent based on 100 percent. There was no significant difference between women teachers and men teachers, department of natural science and art & humanity when highschool, 2 grade and 4 grade. But, there was the significant difference between big city and province. The social-cultural factor point was much lower than any other factors' point.

• The Mathematical Education
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• v.52 no.3
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• pp.363-377
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• 2013

교수효능감은 교사가 교실에서 얼마나 효율적으로 가르칠 것인지를 예측하는 매우 강력한 구인이다. MTEBI는 초등 예비교사를 대상으로 수학 교수 효능감을 재는 유효한 척도이다. 그러나 MTEBI는 미국에서 개발되어 다른 문화에서 바로 사용할 수는 없다. 본 연구는 MTEBI가 한국에서 유효한 지에 대한 실증적 조사이다. 먼저, 영문의 MTEBI를 국문으로 번역하고, 번역한 것을 다수의 수학교사 교육자가 철저하게 검토하였다. 그다음, 506명의 예비 초등교사 표본에서 정규성, 신뢰도, 타당도 등의 통계적 검정을 실시하였다. 그 결과, 한글판 MTEBI의 하위척도인 PMTE와 MTOE의 알파계수가 각각 .836과 .705이었다. 이로써 한글판 MTEBI가 한국에서 효능감 연구에 사용할 수 있을 만큼 믿을 수 있고 문항 구성이 타당함을 입증하였다. 나아가 본 연구에서 제시된 영문판을 바탕으로 한국과 교육에 대한 전통과 문화가 비슷한 이웃 문화에서도 효능감 연구가 일어나기를 기대한다.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.49-63
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• 2017

This study aims to investigate the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and to prove the moderating role of pedagogical content knowledge (PCK) in mathematics, which we selected based upon previous literatures. To explore the effect of early childhood teachers' mathematical attitude on their mathematics teaching efficacy and the moderating role of PCK in mathematics between them, This study randomly sampled 500 early childhood teachers who work at child care centers and kindergartens in Seoul, Kyunggi province and Kangwon province and collected their responses by questionnaires. Mathematics teaching efficacy was measured with mathematics teaching efficacy scale for early childhood teachers developed by Luo (2000) and translated by Jung (2001a). Mathematical attitude was measured with Smith (2000)'s scale which we translated for this study. To measure the pedagogical content knowledge in mathematics, we revised Hong(2012)'s scale to be applicable for early childhood teachers. Direct effect of mathematical attitude on mathematics teaching efficacy and the moderating effect of PCK in mathematics were analyzed by multiple regression analysis using IBM SPSS 21.0. Study results demonstrated the significant direct effect of mathematical attitude on mathematics teaching efficacy. Also, the moderating effect of PCK in mathematics was also proved to be significant. That is, if the teacher has high level of pedagogical content knowledge in mathematics, the positive effect of mathematical attitude on mathematics teaching efficacy was even more enhanced. This results supports the current finding where PCK in mathematics functions as a moderating variable between mathematical attitude and mathematics teaching efficacy. Thus, our study is expected to provide relevant contents that should be covered during teacher education, which aims to improve early childhood teachers' mathematics teaching efficacy.

• The Mathematical Education
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• v.53 no.2
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• pp.185-200
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• 2014

교사의 자기 효능감은 그 교사가 실제로 잘 가르칠지를 예측하는 매우 강력한 구인이다. 본 연구는 우리나라의 초등 예비교사들이 수학을 가르치는데 대한 효능감을 측정하는 정당한 척도를 개발하는 것이다. 먼저, 문헌조사로부터 개인효능감과 결과기대감의 두 개 변인에서 58개의 문항을 개발하였고, 표본 크기 919인 자료 위에서 정규성 검사를 실시하였다. 다음에 전체 자료를 크기가 각각 419와 500인 두 개의 표본으로 나누었고, 첫째 표본에서 신뢰도 검사 및 탐색적 요인 분석을, 둘째 표본에서 확인적 요인 분석을 실시하였다. 최종적으로 개인효능감 변인에서 12 문항, 결과기대감 변인에서 6 문항 등 총 18개의 문항으로 구성된 수학교수효능감척도(MTES)를 개발하였다.

• The Mathematical Education
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• v.52 no.2
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• pp.231-245
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• 2013

MTEBI는 미국에서 초등 예비 교사들의 수학 교수 효능감을 측정하는데 자주 이용되는 척도이다. 이 연구의 목적은 MTEBI를 한국의 중등 예비 교사들에게 사용하는 것이 적합한지를 탐색하는 것이었다. 이를 위하여, 미국에 있는 대학원에 다니며 영어와 국어 둘 다 말할 수 있는 박사 학생 두 명이 MTEBI를 브리슬린의 이론대로 국문으로 번역하였고, 그 뒤에 한국에 있는 다수의 수학 교사 교육자들이 번역된 척도를 면밀하게 검토하였다. 한글판 척도를 먼저 작은 표본에서 초벌 실험하였는데, 두 개 문항이 도구의 신뢰도와 타당도를 현저하게 떨어뜨렸다. 본 연구에서는 이 두 개의 유용하지 못한 문항을 대신할 두 개 문항을 더한 23개 문항으로 구성된 척도에 대하여 정규성, 신뢰도, 요인 타당도 등을 658명의 표본에서 검사하였다. 초벌 연구에서 발견된 두 개의 유효하지 않는 문항은 본 연구에서도 역시 그와 같아서, 그 두 문항은 척도에서 제거되었다. 최종적으로 얻어진 21 문항 척도는 한국의 예비 수학 교사들의 수학 교수 효능감을 측정하는데 적합한 척도이다. 앞으로, MTEBI 한글판을 이용하여 한국에서 교사 효능감에 대한 연구가 활발하게 일어나기를 기대한다.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.1-18
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• 2021

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.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.649-666
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• 2015

The purpose of this study was to develop and validate a teaching mathematics anxiety scale for elementary teachers in South Korea. The sample consisted of 150 elementary teachers in 22 elementary schools in Seoul. A total of 21 items were developed and examined for the internal consistence. The results showed that the proposed scale was appropriate to represent the teaching mathematics anxiety of elementary teachers.