Title: Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students’ Mathematics Self-efficacy and Achievement
Abstract: Background:The purpose of this study was to examine the effects of fifth-grade mathematics teachers' efficacy (MTE) on their students' mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in classrooms.Materials and methods:Two mathematics efficacy instruments were administered to 58 classes (i.e. 58 teachers and 1244 fifth-graders respectively) to gather data associated with SMA scores in school. Statistical analyses were applied to the obtained data.Results:The findings revealed that MTE beliefs significantly influenced both SMSE and SMA. Additionally, SMSE had a mediative impact on the effect of MTE on SMA.Conclusions:Subsequent to a discussion of the findings, suggestions were proposed for further improvement of mathematics teachers' efficacy and, in turn, for enhancing fifth-graders' mathematics self-efficacy and mathematical achievement in the future.