Mathematics Teaching Efficacy Beliefs Instrument (MTEBI)

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is a domain-specific modification of the Science Teaching Efficacy Belief Instrument (STEBI). The MTEBI measures pre-service teacher's beliefs regarding mathematical instruction, students' ability to learn mathematics and teacher's sense of efficacy in teaching mathematics.

Content

Domains
Subdomain
Topics
Teacher Self-Efficacy, Teacher Beliefs
Grades
K-12
Languages
English
Respondent
Teacher

Administration information

Length
21 items across two subscales (Personal Mathematics Teaching Efficacy; Mathematics Teaching Outcome Expectancy)
Administration
Individual,
Self-report
National Sample
No

Access and Use

Contact
DeAnn Huinker, huinker@uwm.edu
Instrument Use in Peer-Reviewed Studies

Aksu, Z., & Kul, Ü. (2019). The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety. SAGE Open, 9(3), 1-10.

Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice Teachers? School Science and Mathematics, 106(7), 306–315.

Swars, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. (2018). The preparation experiences of elementary mathematics specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123–145.

Psychometrics

Scoring
Computer scoring
Manual scoring
Open Access
No
Resources on Psychometric Properties
Enochs, L.G., Smith, P.L. and Huinker, D. (2000) Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194-202.