Validation of Scores From a New Measure of Preservice Teachers’ Self-efficacy to Teach Statistics in the Middle Grades

Abstract

The influential Common Core State Standards for Mathematics (CCSSM) expect students to start statistics learning during middle grades. Thus teacher education and professional development programs are advised to help preservice and in-service teachers increase their knowledge and confidence to teach statistics. Although existing self-efficacy instruments used in statistics education focus on students, the Self-Efficacy to Teach Statistics (SETS) instrument measures a teacher’s efficacy to teach key CCSSM statistical topics. Using the results from a sample of n = 309 participants enrolled in a mathematics education or introductory statistics course, SETS scores were validated for use with middle grades preservice teachers to differentiate levels of self-efficacy to teach statistics. Confirmatory factor analysis using the Multidimensional Random Coefficient Multinomial Logit Model supports the use of two dimensions, which exhibit adequate reliabilities and correspond to the first two levels of the Guidelines for Assessment and Instruction in Statistics Education adopted by the American Statistical Association. Item and rating scale analyses indicate that the items and the six-category scale perform as intended. These indicators suggest that the SETS instrument may be appropriate for measuring preservice teacher levels of self-efficacy to teach statistics.

Teacher Self-Efficacy as a Predictor of Burnout

“…Özyeterlik algısı yüksek olan öğretmenler, sınıf içi eğitim ve öğretim kalitesini artırmaya yönelik çalışmalar yapmaktadırlar (Abu-Tineh, Khasawneh ve Khalaileh, 2011; Harrel-Williams, Sorto, Pierce, Lesser ve Murphy, 2014;Özerkan, 2007;Main ve Hammond, 2008;Tschannen-Moran, Hoy ve Hoy, 1998;Woolfolk ve Hoy, 1990). Bunun aksine, özyeterlik inancı düşük olan öğretmenler sınıf yönetiminde, amaçlarını belirlemede ve kendi mesleki hedeflerini oluşturmada bir dizi sorun yaşamaktadırlar (Henson, 2001; Tschannen-Moran ve Woolfolk-Hoy, 2001).…”

Identifying Statistical Concepts Associated with High and Low Levels of Self-Efficacy to Teach Statistics in Middle Grades

“…While the items were written prior to the initial release of the CCSSM, the middle grades SETS items align with the CCSSM, partially due to the influence of the GAISE authors during the development of the CCSSM. The terminology used in the items was evaluated by 12 in-service elementary and middle school teachers who were enrolled in a Mathematics Specialist program, with their suggestions leading to some changes in item wording (Harrell et al 2009;Harrell-Williams et al 2014).…”

“…More specifically, research about teacher efficacy in mathematics and science education indicates that this construct is related to teachers' content knowledge, pedagogical content knowledge, and beliefs and attitudes regarding content (Çakiroğlu 2000;Gresham 2008;Huinker and Madison 1997;Swars 2005;Wenta 2000). In statistics education, there are no studies that give evidence of these relationships, but the work has started with the development of the Self-Efficacy to Teach Statistics (SETS) instruments by the authors (Harrell et al 2009;Harrell-Williams, Sorto, Pierce, Lesser, and Murphy 2014).…”

Development and validation of the algebra teachers’ self‐efficacy instrument: Assessment of algebra teachers’ knowledge and personal teaching efficacy

“…Harrell‐Williams, Sorto, Pierce, Lesser, and Murphy () created and validated the Self‐Efficacy to Teach Statistics (SETS) instrument focused on the content‐specific teaching efficacy construct. The approach to the instrument design was novel.…”

“…Personal TE continues to remain a stable construct across numerous studies; however, teacher outcome expectancy has produced unstable results in multiple studies (e.g., Henson, 2002;Tschannen-Moran, Hoy, & Hoy, 1998). The most recent advances to the field of TE research are the introduction of KE as a construct (Roberts & Henson, 2000) and the use of content standards to guide the creation of KE items (Harrell-Williams et al, 2014).…”