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ERIC Number: ED550125
Record Type: Non-Journal
Publication Date: 2012
Pages: 119
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-9996-6
Exploring Relationships among Teaching Styles, Teachers' Perceptions of Their Self Efficacy and Students' Mathematics Achievement
Davis-Langston, Christi
ProQuest LLC, Ed.D. Dissertation, Liberty University
The purpose of this study was to examine the relationships among elementary school teachers' teaching styles, their perceptions of self-efficacy in teaching mathematics, and student mathematics achievement. Analysis of data collected from 95 teachers found small to moderate correlations between teaching style and measures of mathematics achievement. No statistically significant relationships were found between elementary school teachers' self-efficacy and students' mathematics achievement levels. Mathematics achievement (numbers and operations, geometry, and percentage of students who exceeded standards on the CRCT) was predicted by teaching styles (delegator, facilitator, and expert). Although the relationships were statistically significant, little variance in achievement was explained by teaching styles. Educators must strive to pursue promising teaching strategies and styles in order to promote achievement in elementary mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A