| Summary: | 碩士 === 明道大學 === 教學藝術研究所 === 94 === The purpose of this research aimed to examine beginning teachers’ sense of efficacy in primary schools. Beginning teachers whose background were and were not in mathematics and science were compared to explore the differences of their sense of efficacy. Related theories and researches were analyzed in the literature review. A mixed methods design was employed in this processing research. “Personal Information Survey” and “Mathematics Teaching Efficacy Beliefs Instruments for Pre-service Teachers” were used as the instruments of the quantitative part of this research. Participants were beginning elementary mathematics teachers in Taichung County. Pre- and post-tests were administered to understand their sense of teaching efficacy. In the qualitative part, beginning teachers with and without background in mathematics and science were selected purposefully as participants according to their efficacy ratings in pre-tests. They were then divided into three groups: high, medium, and low; one teacher was selected from each group. Influential factors to beginning teachers’ sense of teaching efficacy were identified through in-depth interviews, voice-recordings, and video-taped observations. Moreover, practical strategies for improvement were proposed in hope of enhancing beginning mathematics teachers’ snese of efficacy and accomplishing the ultimate objectives of increasing students’ learning interest and achievement in mathematics.
According to data analysis, research findings were reported as followings:
1.Beginning mathematics teachers’ sense of efficacy slightly increased at the end of the first year.
2.Beginning mathematics teachers who majored in mathematics and science had a significantly higher increase in their efficacy ratings than those who did not major in mathematics and science both at the beginning and the end of the first year.
3.Beginning mathematics teachers who majored in mathematics and science had a significantly higher increase in personal teaching efficacy than those who did not major in mathematics and science.
4.Beginning mathematics teachers who who majored in mathematics and science had a significantly higher increase in teaching outcome expectancy than those who did not major in mathematics and science.
5.Main factors found in this study influencing beginning mathematics teachers’ sense of efficacy included: beginning teachers’ competence and ability in mathematics teaching activities and classroom management, care and assistance obtained from the school and the administration.
Finally, concrete recommendations were proposed to the educational administration level, teacher education institutions, educators, and future researchers in order to improve elementary beginning teachers’ sense of efficacy.
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