Title

The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-Efficacy and the Resulting Effects on their Student Achievement

Author

Alissa Smith Lee, Gardner-Webb University

Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

David Shellman

Abstract

The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Citation Information

Lee, Alissa Smith, "The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-Efficacy and the Resulting Effects on their Student Achievement" (2019). Education Dissertations and Projects. 387.
https://digitalcommons.gardner-webb.edu/education_etd/387