Investigating Lebanese teachers' mathematical, pedagogical and self—efficacy profiles: A case study

Abstract

We examined the mathematical, pedagogical and self-efficacy profiles of 13 grade 4 to 6 teachers sampled from five randomly selected schools in Lebanon. The purpose of this study is to explore the impact of providing appropriate training,effective practices and resources for teaching a well-designed curricular intervention. This intervention focused on teachers' sense of self- efficacy and their expectations of students' academic success. Participating teachers were randomly assigned to experimental (TREAT) and Control (COMP) groups. The study employed a quasi-experimental and survey design. We used three instruments to collect data: Pre and Post Mathematics Teaching Efficacy Belief Instrument (MTEBI); Teacher Mathematical Profile Questionnaire (TMPQ); and Teacher Pedagogical Profile Questionnaire (TPPQ). TREAT and COMP teachers were provided with independent training before the implementation of the intervention. Data was analyzed using measures of central tendencies and multivariate techniques. Results of the mathematical and pedagogical profile analysis showed that both groups of teachers used more procedural problem solving techniques rather than conceptual ones. Additionally, results of MANOVA indicated that there were no statistically significant differences between TREAT and COMP teachers' responses on pre and post Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE). However, TREAT teachers had significantly higher academic expectations of their students than did the COMP teachers.

Exposing the Conscious Self: Lived Problem Solving Experience in a Socio-Cultural Context

“…In such a scenario, it is highly expected that teachers feel left out; their voices seldom heard since their participation in the decision process is superficial. In all likelihood, a climate of tension combined with heavy teaching loads, large classes, a tight daily schedule and rules that discourage mutual interactions among colleagues have made teachers' work more isolated and ultimately isolating (Huffman & Kalnin as cited in Chahine & King, 2012). According to a report released by the Center for Development and Enterprise (CDE) in 2011, mathematics and science teachers are generally uninterested and underpaid, only two-thirds spend 46% of their time actively teaching and over 25% of newly qualified teachers pursue other professions when given a more profitable job opportunity.…”

“…A growing body of research on mathematics teachers' knowledge, beliefs, practices, and professional development are framing our conceptualization of what it means to become a mathematics teacher (Brown & McNamara, 2011;Chahine & King, 2012;Hill et al, 2004;Leatham, 2006). The impetus of such a corpus of studies is to gain an in-depth understanding of the dynamic and complex processes that characterize the daily practice of teaching in the mathematics classroom.…”

Investigating pre-service teachers' self efficacy beliefs in STEM fields

“…posited that teachers need to reflect on their teaching practices in order to enhance their self-efficacy beliefs Chahine and King (2012). added that reflections are powerful tools to get in-depth information about the experiences of pre-service teachers in the PCK courses.…”