Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background - Article 9

Oct 15, 2026

Uploaded by Jasmine

Profile analyses were used to investigate differences in teachers’ self-efficacy growth as they participated in professional development across two summers, comparing teachers with more and less mathematics background. Professional development activities were associated with increases in self-efficacy, but—without considering mathematics knowledge for teaching—teachers with stronger mathematical preparation benefited more initially. Teachers with less mathematical background showed higher self-efficacy levels overall, and the early gap narrowed by the final measurement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Study purpose and comparison

Role of professional development activities

Influence of mathematical background and teacher self-efficacy

Australian Journal of Teacher Education | Volume 38 | Issue 4 | Article 9 | | --- | --- | | 2013
Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background
Tara Stevens
Texas Tech University, [tara.stevens@ttu.edu](tara.stevens@ttu.edu)
Zenaida Aguirre-Munoz
Texas Tech University, [z.aguirre@ttu.edu](z.aguirre@ttu.edu)
Gary Harris Texas Tech University
Raegan Higgins Texas Tech University
Xun Liu
Texas Tech University | | Recommended Citation Stevens, Tara; Aguirre-Munoz, Zenaida; Harris, Gary; Higgins, Raegan; and Liu, Xun (2013) "Middle Level Mathematics Teachers’Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background,"Australian Journal of Teacher Education: Vol. 38: Iss. 4, Article 9. Available at: [http://ro.ecu.edu.au/ajte/vol38/iss4/9](http://ro.ecu.edu.au/ajte/vol38/iss4/9) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol38/iss4/9](http://ro.ecu.edu.au/ajte/vol38/iss4/9) Australian Journal of Teacher Education Middle Level Mathematics Teachers’ Self-Efficacy Growth through Professional Development: Differences Based on Mathematical Background Tara Stevens Zenaida Aguirre-Munoz Gary Harris Raegan Higgins Xun Liu Texas Tech University, Lubbock, Texas Abstract: Profile analyses were used to investigate differences in the selfefficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers’ self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain. Around the world, interest in professional development for mathematics teachers has increased in response to the need for highly qualified educators who can successfully implement changing curriculum (Garet, Porter, Desimone, Birman, & Yoon, 2001; Huang & Bao, 2006) . The emphasis on professional development has resulted in not only improved development models (Loucks-Horsley et al., 2010) but the demand for quality evaluation. Borko (2004) described the research strategies typically used to evaluate professional development and made suggestions for future investigations. Borko recommended that researchers explore whether professional development programs designed for teachers of one academic level, such as grades, years, or stages are appropriate for use with teachers who teach other levels. Borko also encouraged this exploration between academic domains to investigate whether professional development strategies used with teachers of one academic subject, for example, mathematics, are just as effective as when they are used with teachers of another subject, such as science. Because U.S. mathematics teachers vary in their levels of content expertise and background, one should also ask if professional development is effective for teachers at the same grade level but who have differing levels of mathematical background. The purpose of the present study was to compare teachers’ reported self-efficacy as they advanced through a professional development program with that of other teachers who had received less formalised training in mathematical content knowledge. Vol 38, 4, April 2013 144 Australian Journal of Teacher Education Teachers’ Mathematical Preparation Ball, Lubienski, and Mewborn (2001) speculated that teachers taking more advanced univ

FAQs

How did the study compare teachers’ self-efficacy growth?

It used profile analyses to compare self-efficacy growth among teachers with more versus less mathematics background as they participated in professional development across two summers.

What was the overall effect of professional development on self-efficacy?

Professional development activities were associated with increases in teachers’ self-efficacy.

Did mathematical background affect who benefited more from professional development?

Yes. Without considering mathematics knowledge for teaching, teachers with more mathematics background tended to benefit more than those with less background, although the gap closed by the last measurement.

Oct 15, 2026

Uploaded by Jasmine