A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers across Turkey and the United States

Autor/inn/en	Sevgi, Sevim; Berberoglu, Giray; Cobb, Paul; Smith, Thomas M.
Titel	A Cross-Cultural Comparison of the Self-Efficacy of Middle-School Mathematics Teachers across Turkey and the United States
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 8, S.2065-2082 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sevgi, Sevim) ORCID (Smith, Thomas M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1861348
Schlagwörter	Foreign Countries; Middle School Teachers; Self Efficacy; Cross Cultural Studies; Classroom Techniques; Self Esteem; Measures (Individuals); Cultural Differences; Mathematics Teachers; Turkey; United States + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Cultural comparison; Kulturvergleich; Klassenführung; Self-esteem; Selbstaufmerksamkeit; Messdaten; Kultureller Unterschied; Mathematics; Mathematik; Türkei; USA
Abstract	This study aims to compare teachers' self-efficacy across Turkish and American in-service middle-school mathematics teachers. The samples consist of 379 Turkish and 245 American in-service middle-school mathematics teachers. The self-efficacy questionnaire of the Middle-school Mathematics and the Institutional Setting of Teaching (MIST) scale was used in the study. The exploratory factor analysis revealed two dimensions of the self-efficacy measures across the American and Turkish teachers, such as classroom management and student support strategies. The measurement invariance property of the scale was evaluated before comparing the means of the groups. Despite the differences between the education systems, teachers' efficacy beliefs function quite similarly across the countries. The statistically significant mean differences in the subscale scores of efficacy measures between Turkish and American samples have no practical value. In both countries, teachers reported high level of confidence in efficacy beliefs in classroom management and student support strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01