1887
  1. Home
  2. A-Z Publications
  3. Near and Middle Eastern Journal of Research in Education
  4. Volume 2012, Issue 1
  5. Article
Volume 2012, Issue 1
  • EISSN: 1703-1958

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.

© 2013 Chahine, King, licensee Bloomsbury Qatar Foundation Journals.
Loading

Article metrics loading...

/content/journals/10.5339/nmejre.2012.2
2013-12-01
2025-01-25
Loading full text...

Full text loading...

/deliver/fulltext/nmejre/2012/1/nmejre.2012.2.html?itemId=/content/journals/10.5339/nmejre.2012.2&mimeType=html&fmt=ahah

References

  1. Rallis SF, MacMullen MM. Inquiry-minded schools: Opening doors for accountability. Phi Delta Kappan. 2000; 81:10:766–773.
     [Google Scholar]
  2. Huffman D, Kalnin J. Collaborative inquiry to make data-based decisions in schools. Teach Teach Educ. 2003; 19:6:569–580.
     [Google Scholar]
  3. Chahine IC, Post T, del Mas R. The effect of using a research-based curriculum on learning basic rational number concepts by Lebanese students. NMEJRE. 2011; 3::1–9, doi:10.5339/nmejre.2011.3 .
     [Google Scholar]
  4. Gibson S, Dembo MH. Teacher efficacy: a construct validation. J Educ Psychol. 1984; 76:4:569–582.
     [Google Scholar]
  5. Smith J. Efficacy and teaching mathematics by telling: a challenge for reform. J Res Math Educ. 1996; 27:4:387–402.
     [Google Scholar]
  6. Shaar N . Work on poverty in the economic and social commission in Western Asia. 2004, November;. Paper presented at the Fourth Regional Workshop on Poverty Statistics in the ESCWA Region. Amman.
  7. Bahous R, Nabhani M. Improving schools for social justice in Lebanon. Improving Schools. 2008; 11:2:127–141, doi:10.1177/1365480208091105 .
     [Google Scholar]
  8. Iskandar A . Public service accountability in Lebanon. 2000;. Retrieved from: http://ddc.aub.edu.lb/projects/pspa/PSAccount/PSAccount-0.html .
  9. Zakaria Z. The role of education in peace building: a case study. Atlanta, Georgia, USA: United Nations Children's Fund (UNICEF) 2011.
     [Google Scholar]
  10. World Bank. Project appraisal document for a general education project. Report number: 20152-LE, 2000.
     [Google Scholar]
  11. Chahine IC. The role of translations between and within representations on the conceptual understanding of fraction knowledge: a trans-cultural study. J Math Educ. 2011; 4:1:47–59.
     [Google Scholar]
  12. Ayyash-Abdo H, Alamuddin R, Mukallid S. School counseling in Lebanon: Past, present, and future. J Counsel Dev. 2010; 88::13–17.
     [Google Scholar]
  13. Lynch S . A is for Al-Mahdi. 2010;. Retrieved from http://www.nowlebanon.com/NewsArchiveDetails.aspx?ID = 180177 .
  14. Henningsen M, Zebian S. High-level thinking, reasoning, and communication in Lebanese elementary mathematics classrooms: a preliminary Technical Report on the Fall 2002–2003 Classroom Observations of the MAthematics instructional Reform for All in Lebanon (MARAL Project). [Tech. Rep. No. 1]. Beirut, Lebanon: American University of Beirut, MARAL Project 2003.
     [Google Scholar]
  15. Goddard D, Hoy W, Woolfolk-Hoy A. Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educ Res. 2004; 33:3:3–13.
     [Google Scholar]
  16. Hanushek EA, Rivkin ST. Generalizations about using value-added measures of teacher quality. Am Econ Rev. 2010; 100:2:267–271.
     [Google Scholar]
  17. Rockoff J . The impact of individual teachers on student achievement: Evidence from panel data. 2003;. Retrieved online from: http://129.3.20.41/eps/pe/papers/0304/0304002.pdf .
  18. Sanders WL, Horn SP. The Tennessee value-Added Assessment System (TVAAS) mixed model methodology in educational assessment. J Pers Eval Educ. 1994; 8:1:299–311.
     [Google Scholar]
  19. Wenglinsky H. How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: The Milken Family Foundation and Educational Testing Service 2000, October.
     [Google Scholar]
  20. Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychol Rev. 1977; 84:2:191–215.
     [Google Scholar]
  21. Ginns IS, Tulip DF. Changes in pre-service elementary teachers' sense of efficacy in teaching science. School Sci Math. 1995; 95:8:394–425.
     [Google Scholar]
  22. Ross JA. Strategies for enhancing teachers' beliefs in their effectiveness: research on a school improvement hypothesis. Teach Coll Rec. 1995; 97:2:227–243.
     [Google Scholar]
  23. Pajares F. Self-efficacy beliefs in academic settings. Rev Educ Res. 1996; 66:4:543–578.
     [Google Scholar]
  24. Hoy WK, Woolfolk AE. Socialization of student teachers. Am Educ Res J. 1990; 27::279–300.
     [Google Scholar]
  25. Chahine IC, Clarkson L. Collaborative evaluative inquiry: a model for improving mathematics instruction in urban elementary schools. J Urban Math Educ. 2010; 3:1:57–81.
     [Google Scholar]
  26. Rosenholtz S. Education reform strategies: will they increase teacher commitment? Am J Educ. 1987; 95::534–562.
     [Google Scholar]
  27. National Council of Teachers of Mathematics (NCTM). Common Core Standards for Mathematics. Reston, VA: NCTM 2009.
     [Google Scholar]
  28. Al-khateeb HM. Internal consistency, reliability, and validity of the Arabic translation of the mathematics teaching efficacy beliefs instrument. Psychol Rep. 2004; 94::833–838.
     [Google Scholar]
  29. Enochs LG, Smith PL, Huinker D. Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Sci Math. 2000; 100:4:194–202.
     [Google Scholar]
  30. Oh DM, Kim JM, Leyva CH. Inner city teachers' sense of efficacy towards minority students. J Res Educ Leaders. 2004; 2:2:55–78.
     [Google Scholar]
  31. Halvorsen AN, Lee VA, Andrade FH. A mixed-methods study of teachers' attitudes about teaching in urban and low-income schools. Urban Educ. 2009; 44:2:181–224.
     [Google Scholar]
  32. Raudenbush SW, Rowan B, Cheong YF. Contextual effects on the self-perceived efficacy of high school teachers. Sociol Educ. 1992; 65::150–167.
     [Google Scholar]
  33. Wigfield A, Eccles JS. Expectancy-value theory of achievement motivation. Contemp Educ Psychol. 2000; 25:1:68–81.
     [Google Scholar]
  34. Caruthers L . Classroom interactions and achievement. 1997;. Retrieved from http://mcrel.org/resources/neteworthy/loycec.asp .
  35. Conchas G. The color of success: race and high-achieving urban youth. New York, NY: Teacher College Press 2006.
     [Google Scholar]
  36. Beydoun NF . Event raises money for orphans of war. 2008;. Retrieved from http://www.arabamericannews.com/news/index.php?mod = article&cat = Community&artic l = 1532 .
  37. Post T, Harel G, Behr M, Lesh R. Intermediate teachers' knowledge of rational number concepts. ed. Fennema et al. . Papers from First Wisconsin Symposium for Research on Teaching and Learning Mathematics. Madison, WI: Wisconsin Center for Education Research 1988;:194–219.
     [Google Scholar]
  38. Horsley SL, Hewson PW, Love N, Stiles KE. Designing Professional development for teachers of science and mathematics. Thousand Oaks, CA: Sage 2009.
     [Google Scholar]
  39. Heller P, Post T, Behr M, Lesh R. The effect of two context variables on qualitative and numerical reasoning about rates. unpublished manuscript;. Retrieved from http://cehd.umn.edu/rationalnumberproject/ .
  40. Rittle-Johnson B, Siegler RS, Alibali MW. Developing conceptual understanding and procedural skills in mathematics: an iterative process. J Educ Psychol. 2001; 93::346–362.
     [Google Scholar]
  41. Kohl PB, Finkelstein ND. Student representational competence and self-assessment when solving physics problems. 2005;. Retrieved from http://prst-per.aps.org .
  42. McMillan JH . Randomized field trials and internal validity: not so fast my friend. 2007;. Retrieved from: http://pareonline.net/getvn.asp?v = 12&n = 15 .
  43. Fullan MG. Why teacher must become change agents? Educ Leadership. 1993; 5:6:12–17.
     [Google Scholar]
/content/journals/10.5339/nmejre.2012.2
Loading
Investigating Lebanese teachers' mathematical, pedagogical and self—efficacy profiles: A case study
Near and Middle Eastern Journal of Research in Education 2012, 2 (2014); https://doi.org/10.5339/nmejre.2012.2
/content/journals/10.5339/nmejre.2012.2
/content/journals/10.5339/nmejre.2012.2
Loading

Data & Media loading...

Supplements

Supplementary File 1

  • Article Type: Research Article

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error