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|a QA135.5 .G75 2004_GriffinJohnC |2 BU-Local |
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|a Spawning failure - the lived experience of elementary teachers who contend with low mathematics self-efficacy : a phenomenological study |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2004. |
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|a xi, 205 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2004. |
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|a Includes bibliographical references (leaves 178-197). |
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|a Copyright John C. Griffin. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This qualitative phenomenological study examines the lived experience of elementary teachers who contend with low mathematics self-efficacy. Ample evidence exists to support the claim that mathematical literacy is of fundamental importance to the future well-being of our children and our nation. According to the National Council of Teachers of Mathematics, “Mathematical competency opens doors to productive futures. A lack of mathematical competence closes those doors.” According to Bandura, self-efficacy refers to the constellation of self-beliefs that regulate an individual’s ability to perform a given task competently. It follows that mathematics self-efficacy refers to one’s perceived ability to competently perform a mathematical task. The link between perceived competence, self-efficacy and achievement is clear. According to Bandura, “Self-belief does not necessarily ensure success, but self-disbelief assuredly spawns failure. Low mathematics self-efficacy does not beget mathematical literacy. Given that elementary teachers are entrusted with developing mathematical literacy among their students, this researcher sought to understand more fully a potent deterrent to its formation, namely low mathematics self-efficacy. Purpose : The purpose of this qualitative study was to explore the experience of elementary teachers who contend with low mathematics self-efficacy and to investigate the process by which it is formed. Method : This researcher adopted a qualitative, phenomenological method of inquiry to investigate the experience of elementary teachers who contend with low mathematics self-efficacy and to explore the process by which it is formed. In an effort to ensure that participants had experienced the phenomenon under investigation, each prospective candidate was administered Betz and I Hackett’s Mathematics Self-Efficacy Rating Scale (1993). According to the instrument's evaluation criteria, the eight female participants were determined to be in the thirtieth percentile or less in terms of their mathematics self-efficacy. The participants were each subjected to semi-structured interviews and were asked, upon completion of their interview, to compose a concept map that illustrated their experience of low mathematics self-efficacy. All data was analyzed according to principles outlined by Moustakas (1994). All eight participants were graduate students enrolled in the School of Education at Barry University. Major Findings : (1.) One’s perceptions of mathematics influence self-efficacy beliefs. (2.) Diverse sources of low mathematics self-efficacy often converge synergistically. (3.) Distressful emotions characterize the experience of low mathematics self-efficacy. (4.) Avoidance and survival are preferred methods of coping with low mathematics self-efficacy. (5.) Elementary teachers who are afflicted with low' mathematics self-efficacy is frequently able to imagine therapeutic responses to contend with it. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Mathematics |x Study and teaching (Elementary) |x United States. |
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|a Elementary school teachers |x United States. |
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|a Mathematics teachers |x United States |x Education. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001822/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/22/00001/QA135_5 _G75 2004_GriffinJohnCthm.jpg |
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|a Theses and Dissertations |
