Chinese Journal of Science Education

Abstract

The purpose of this research was to explore factors influencing the development of beginning elementary mathematics teachers’ efficacy during the first year of teaching. A multiple-case study design was employed in this study. Cases were six beginning elementary mathematics teachers in the Taichung area, selected based on their efficacy ratings on the Mathematics Teaching Efficacy Beliefs Instrument. Targeted factors that would influence beginning teacher efficacy were identified by the editing analytic techniques through the data collected from interviews, recordings, observations, and both researchers’ and beginning teachers’ reflections. According to the data analysis, findings were reported as follows: First, beginning elementary mathematics teacher efficacy was mainly influenced by “internal condition” and “external condition” factors, which were “teachers’ professional background and beliefs” and “peer-interaction and administrative support” respectively. In addition, beginning teachers’ mastery experiences generated from the internal condition factor had a great deal of influence on their efficacy development. Vicarious experiences and physiological arousal cues originating from the external condition factor became relatively important sources of their efficacy development. Based on these findings, concrete recommendations are proposed for the improvement of beginning elementary mathematics teachers’ efficacy.

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