Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school.

Abstract

In a longitudinal study of 1,329 students and the teachers they had for mathematics before and after the transition to junior high school, the relation between students' beliefs in mathematics and their teachers' sense of efficacy is examined. Using repeated measures multivariate analysis of variance, we found that the rate of change within the school year in students' expectancies, perceived performance, and perceived task difficulty in math differed at Years I and 2, depending on teacher efficacy before and after the transition. Students who moved from high- to lowefficacy math teachers during the transition ended the junior high year with the lowest expectancies and perceived performance (even lower than students who had low efficacy teachers both years) and the highest perceptions of task difficulty. The differences in pre- and posttransition teachers' views of their efficacy had a stronger relationship to low-achieving than to highachieving students' beliefs in mathematics.

Cites (2)

1. The Perceived Competence Scale for Children
   Harter, Susan · 1982 · Child Development
2. Teacher efficacy: A construct validation.
   Gibson, Sherri, Dembo, Myron H. · 1984 · Journal of Educational Psychology

Show all 2 references

Cited by (49)

1. Perceived self-efficacy in cognitive development and functioning
   Bandura, Albert · 1993 · Educational Psychologist
2. Teacher efficacy: capturing an elusive construct
   Tschannen-Moran, Megan, Hoy, Anita Woolfolk · 2001 · Teaching and Teacher Education
3. Teacher Efficacy: Its Meaning and Measure
   Tschannen-Moran, Megan, Hoy, Anita Woolfolk, Hoy, Wayne K. · 1998 · Review of Educational Research
4. The differential antecedents of self-efficacy beliefs of novice and experienced teachers
   Tschannen-Moran, Megan, Hoy, Anita Woolfolk · 2007 · Teaching and Teacher Education
5. Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research
   Zee, Marjolein, Koomen, Helma M. Y. · 2016 · Review of Educational Research

See all 846