Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this quantitative study was to gather information from elementary teachers who use best practices to examine the impact of self-efficacy and mindset. Data was gathered from elementary teachers who use best practices in mathematics instruction. This research examined if location type (rural, suburban, urban), years of experience (less than 5 years, 6 – 15 years, more than 15 years) and differences in primary (grade levels K –2) and intermediate (grades levels 3 – 5) teachers exist regarding impact on teachers mathematics self-efficacy and mindset. The research rationalized the mindset and efficacy trends of characteristics found in elementary teachers who use best practices in mathematics. The study originated from the initial quest to discover the state of self-efficacy, mindset, and best practices of math instruction among Indiana elementary teachers in the mathematics classroom. From this inquiry, four additional questions were created and the null hypotheses were generated. Based on the findings of the inferential data in the study, there was a lack of statistical significance amongst best practice usage in mathematics, self-efficacy, and mindset based on location type, years of experience, and grade level. Using a six-point Likert agreement scale survey, the teachers responded to statements in three areas (best practices, mindset, self-efficacy) and demographic questions. The teachers indicated a similar level of agreement in the targeted areas. Therefore, I found statistical belief that the state of self-efficacy, mindset, and best practices of math instruction among Indiana general education elementary teachers was similar; therefore, the first three null hypotheses, which stated no significant difference existed were retained. However, the fourth null hypothesis was rejected due to the existence of a linear relationship between self-efficacy and mindset as predictors of best practice usage in mathematics instruction. Of the two predictors, mindset was the strongest. This study can be used for hiring and retention, identification of targeted professional development needs, as well as to inform teacher preparation programs at the elementary level in the areas of mathematics. The identification of teachers who use best practices in mathematics can enhance and grow teacher capacity of self and peers while developing teacher leaders amongst schools and districts. Perhaps most beneficial to student growth and mathematics achievement is the calibration for growth of elementary teachers mindset at the collegiate level.

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