A quantitative study of mathematics teaching self- efficacy and principal instructional leadership in Alabama elementary schools.

摘要

Given the current pressure on educational leaders to successfully implement the Mathematics Common Core Standards, which is currently in its infancy stages in Alabama, the possible relationship between mathematics teaching self-efficacy of Alabama elementary teachers and principal instructional leadership was evaluated. The relationship between mathematics teaching self-efficacy and grade level taught, years of teaching experience, gender, and school location were also evaluated individually and as part of a multiple regression model. A representative sample of 144 Alabama elementary teachers completed an on-line survey which contained demographic questions, and questions from two previously validated instruments to measure mathematics teaching self-efficacy (the Mathematics Teaching Efficacy Belief Instrument) and perceived levels of principal instructional leadership (the Instructional Leadership Inventory). No significant relationships were found between mathematics teaching self-efficacy and any of the predictor variables tested. Implications of these finding for education leaders are discussed, including the need for future research on how principals may differentiate their instructional leadership for novice (less than 3 years of experience) and career teachers.