A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement - Article 4

Oct 15, 2026

Teachers’ content knowledge and beliefs about teaching and learning are key determinants of effective instruction and student outcomes. This study examines how K-8 mathematics teachers’ professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) influence students’ math achievement in high-poverty urban schools. Hierarchical linear modeling shows students’ prior achievement is most predictive, while teachers’ MKT and holding a bachelor’s degree in mathematics significantly improve students’ later math achievement, informing targeted professional development and education policy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Introduction

Teachers’ beliefs, knowledge, and instructional effectiveness

Gap in research on beliefs and MKT

Practical implications for urban education

Abstract

Australian Journal of Teacher Education | Volume 44 Issue 12 | Article 4 | | --- | --- | | 2019
A Multilevel Analysis of the Impact of Teachers’Beliefs and Mathematical Knowledge for Teaching on Students’Mathematics Achievement
Adem Ekmekci
Rice University, [ekmekci@rice.edu](ekmekci@rice.edu)
Danya M. Corkin
University of Houston-Downtown, [corkind@uhd.edu](corkind@uhd.edu)
Weihua Fan
University of Houston, wfan@Central. UH. EDU
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons | | Recommended Citation Ekmekci, A., Corkin, D. M., & Fan, W. (2019) . A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement. Australian Journal of Teacher Education, 44(12) . Retrieved from [https://ro.ecu.edu.au/ajte/vol44/iss12/4](https://ro.ecu.edu.au/ajte/vol44/iss12/4) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol44/iss12/4](https://ro.ecu.edu.au/ajte/vol44/iss12/4) A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement Adem Ekmekci Rice University, United States of America Danya M. Corkin University of Houston-Downtown, United States of America Weihua Fan University of Houston, United States of America Abstract: Teachers’ content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers’—who teach in high-poverty urban schools—professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students’math achievement. Hierarchical linear modeling (HLM) results indicated that although students’prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers’MKT and holding a bachelor’s degree in mathematics had significant positive effects on students’ math achievement. Results provide support for professional development (PD) to focus on improving mathematics teachers ’ mathematical knowledge for teaching. Results may also have implications for education policies at both the district and state level for teacher incentives to further develop teachers’mathematical knowledge for teaching, especially for urban school teachers. Introduction Being in the forefront of education, teachers are the most important key players in students’ educational outcomes. We are in a time when concerns over teacher quality have increased both nationally and internationally (Darling-Hammond, 2017; Hanushek, 2014; Leigh & Ryan, 2008; Rowe, 2003), which makes it crucial to consider the effects of teachers’ beliefs and knowledge on effective instruction (Akay & Boz, 2010; De Mesquita & Drake, 1994; Pajares, 1992) . Several researchers have noted the significant role of teachers’ educational beliefs and content knowledge in teacher education (e.g., professional development) and in teacher quality (Enochs, Smith, & Huinker, 2000; Haney & Lumpe, 1995; Hill, Umland, Litke,& Kapitula, 2012; Pajares, 1992; Pintrich, 1990; Wilkins, 2008) . Research has found a significant association between teachers’ beliefs and knowledge and teacher effectiveness. For example, previous findings indicate that teachers’ domain-specific knowledge for teaching have strong connections to their knowledge development, decision-making, planning, and instructional practices (Hill et al., 2012), which in turn, affects student outcomes (Rice, 2003) . In addition, previous research has found that teachers’ beliefs about their ability to successfully perform teaching-related tasks (self-efficacy) influences the type of i

FAQs

What factors does the study examine regarding teacher influence?

The study focuses on K-8 teachers’ professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) as predictors of students’ math achievement.

What method is used to analyze the relationships?

The study uses hierarchical linear modeling (HLM) to estimate how teacher factors relate to students’ subsequent mathematics achievement.

Which findings are strongest for predicting students’ math achievement?

Students’ prior mathematics achievement is the most determining factor, while teachers’ MKT and having a bachelor’s degree in mathematics show significant positive effects.

Oct 15, 2026

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