Teaching Efficacy and Knowledge of Algebra for Teaching Among Secondary Mathematics Teachers

Research has revealed the importance of identifying specialized content knowledge essential for teaching mathematics (Ball, Thames, & Phelps, 2008), the significance of assessing mathematics teacher’s teaching efficacy and outcome expectancy beliefs (Enochs, Smith, & Huinker, 2000) and the necessity for all students to have access to algebra within an elementary and secondary mathematics curriculum (National Council for Teaching Mathematics, 2014b). Previous literature, however, has failed to address the relation of teaching efficacy, outcome expectancy, and teacher’s algebra content knowledge. The primary aim of the present study is to determine if scores on a knowledge of algebra for teaching assessment can be predicted by teachers’ levels of mathematics teaching efficacy and outcome expectancy. The secondary aim of the study is to investigate the factors accounting for secondary mathematics teacher’s teaching efficacy, outcome expectancy, and knowledge of algebra for teaching. Data from an algebra content knowledge assessment, teaching efficacy and outcome expectancy beliefs survey, and demographic questionnaire were collected from a sample of 100 pre-service, in-service, and former secondary mathematics teachers. Quantitative data analysis methods including multiple regression, hierarchical regression, and mediation were employed to address the aims of the study. Additionally, principal components analysis was conducted to assess the psychometric properties of the mathematics teaching efficacy beliefs instrument (MTEBI) and knowledge of algebra for teaching (KAT) scales. The results indicated that each measure had satisfactory reliability. Multiple regression analyses were used to determine if individual teacher characteristics were related to KAT and MTEBI scores. Results indicated that individual teacher characteristics (having a math teaching certification, increased years of education, an older age, increased years of teaching experience, being a high school teacher, a public school teacher, and ethnicity) were significant in predicting KAT and MTEBI scores. Hierarchical multiple regression analyses revealed that individual teacher characteristics (having a math teaching certification, increased years of education, an older age, increased years of teaching experience, and being a public school teacher) improved prediction of teaching efficacy and outcome expectancy beliefs while controlling KAT. Additionally, the mediating effects of KAT on teaching efficacy, outcome expectancy, and individual teacher characteristics were addressed using Hayes (2013)’s macro known as PROCESS. Results showed that being a public school teacher, exerted an indirect effect, via knowledge of algebra for teaching on outcome expectancy.Psychological, Health, and Learning Sciences, Department o