Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument

By L. Enochs, Phillip L. Smith, Deann Huinker. 2000

483 citations recorded by the source corpus.

Subfields: Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/b4ace3e11d83413dde4fbaa2ea849186bd873e2a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jason S. Briley
2. G. Gresham
3. Charalambos Y. Charalambous
4. J. Gonya
5. Murat Bursal
6. G. Philippou
7. Ingrid M. Flores
8. Kathy Cabe Trundle

In Gender Studies

1. Murat Bursal
2. G. Gresham
3. Jason S. Briley
4. S. Swars

Citations in the corpus

• TURKISH PRESERVICE ELEMENTARY TEACHERS’ SELF-EFFICACY BELIEFS REGARDING MATHEMATICS AND SCIENCE TEACHING (2010, methodology): “Enochs, Smith, & Huinker, 2000 ) was developed by modifying the STEBI-B to assess self-efficacy beliefs of preservice teachers regarding mathematics instruction in schools.”
• Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork (2008, background): “The only exception was the Mathematics Teaching Efficacy Beliefs Instrument ( Enochs et al. 2000 ); however, this scale does not squarely measure efficacy beliefs, because it also includes statements related to outcome expectancy.”
• The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers. (2012, methodology): “In the domain of mathematics, mathematics teaching efficacy consists of two dimensions that are parallel to the two dimensions of teacher efficacy: personal mathematics teaching efficacy and mathematics teaching outcome expectancy (Enochs et al., 2000).”
• A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs (2009, methodology): “Using Bandura’s (1977) theoretical framework of self-efficacy, teacher efficacy is considered by many researchers to be a two-dimensional construct ( Enochs, Smith, & Huinker, 2000 ).”
• Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. (2015, background): “Reversing these items produce high scores for those high and low scores for those low in efficacy and outcome expectancy beliefs (Enochs, Smith, & Huinker, 2000).”
• Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course (2012, methodology): “The MTEBI consisted of 21 items and included two subscales: personal mathematics teaching efficacy (an example item: “I understand mathematics concepts well enough to be effective in teaching early childhood mathematics”) and mathematics teaching outcome expectancy (an example item: “When a student ”