Impact of Teachers’ Gender and Self-Efficacy on End of Year Elementary Students Mathematics Assessments in Rural South Texas Schools

Abstract

The purposes of this study were to compare grade 3 math achievement based on gender of teacher and to investigate if teacher self-efficacy predicts grade 3 math achievement. This study was framed around the concept of teacher self-efficacy. An independent sample t-test revealed that teacher gender made a substantive difference in the outcome of students who met grade level standards for grade 3 2018 STAAR math. A bivariate linear regression showed that self-efficacy for teaching mathematics at the elementary level did not predict the proportion of students who met grade level standards for grade 3 2018 STAAR math. Results indicated that neither gender nor self-efficacy of rural south Texas elementary teachers significantly impact the proportions of students who met grade level standards.