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

Kristina J. Gonzalez, Lori Kupczynski, Kelly Hall, Don Jones

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.


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DOI: https://doi.org/10.5296/jse.v9i3.15126

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