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.
Access and Use
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.
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.