Mathematics Teaching Efficacy Beliefs Instrument (MTEBI)

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is a domain-specific modification of the Science Teaching Efficacy Belief Instrument (STEBI). The MTEBI measures pre-service teacher's beliefs regarding mathematical instruction, students' ability to learn mathematics and teacher's sense of efficacy in teaching mathematics.

Content

Domains
Subdomain
Topics
Classroom Instruction,
Teacher Knowledge,
Teacher Skills,
Teacher Beliefs,
Teacher Self-Efficacy
Grades
9th Grade,
10th Grade,
11th Grade,
12th Grade
Languages
English
Respondent
Teacher

Administration Information

Length
21 items across two subscales (Personal Mathematics Teaching Efficacy; Mathematics Teaching Outcome Expectancy)
National Sample
No

Access and Use

Peer-Reviewed Study Citations

Aksu, Z., & Kul, Ü. (2019). The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety. SAGE Open, 9(3), 1-10.

Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice Teachers? School Science and Mathematics, 106(7), 306–315.

Swars, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. (2018). The preparation experiences of elementary mathematics specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123–145.

Psychometrics

Open Access
No
Used in Peer-Reviewed Research
Yes
Psychometric Citations

Enochs, L.G., Smith, P.L. and Huinker, D. (2000) Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194-202.