Literature Review: Teacher Efficacy And Teaching Experience

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The following are the literature on the several factors considered in this study that has an impact on teacher efficacy.

Teacher Efficacy and Teaching Experience

Several studies conducted show teaching experience may influence teachers’ efficacy.

According to the study conducted by (Afshar, Rahimi,
Ghonchepour, & Saedpanah, 2015), there is a significant effect of teaching experience on teachers’ sense of efficacy. However, in the study of (Gür, Çakıroğlu, & Çapa-Aydın, 2012) revealed that teaching experience is not a predictor of teaching efficacy.

In a similar study conducted by Swackhamer (2009), revealed that Mathematics content knowledge, years of teaching, and teacher support directly influences
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Finally, Gkolia, Dimitrios, & Koustelios (2014) indicated in their study that background characteristics such as teachers’ gender, teaching experience, educational level, and age affect their self-efficacy. Teacher Efficacy and Professional Development

Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.

Amanulla & Aruna’s (2014) study showed a a positive relationship between teacher efficacy and professional development.
The relationship indicates that increase in teacher efficacy will cause an an increase in the professional development of teachers.

Professional development for teachers of mathematics has been shown to have potentially positive effects on both changing teachers beliefs about math instruction and the instruction they provide (Harwell, D’Amico, Stein and Gatti, 2000) as
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Teacher Efficacy and Teaching Strategies

Techniques in teaching will definitely increase the ability of the teacher to teach mathematics. There were several findings, which prove that knowledge in instructional strategies will also add self-efficacy of teachers.

As the findings of Chatzistamatiou, Dermitzaki, & Bagiatis (2014), using path analysis, results showed that teachers’ self-regulation strategies both for their teaching and for enhancing students’ regulation in mathematics were predicted by their self- efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. The study of Smith (2010), revealed a statistically significant relationship between mathematical teaching self-efficacy (efficacy) and mastery approaches to instruction, as well as a significant relationship between mathematical teaching self-efficacy (content) and performance-based instruction. The contradiction found within the data suggested an inconsistency among teachers regarding how their mathematical teaching self-efficacy influences their instructional practices. In addition to their findings indicated that
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