{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/91936"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/91936","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Mathematics Teachers' Perceptions of Self-efficacy: Effects of Teacher Characteristics and Supervisory Behaviors","abstract":"This research is a descriptive, correlational study investigating mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers' self-efficacy. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study sought to determine the relationship between teachers of mathematics self-efficacy and the characteristics and supervisory behaviors that foster the development of their self-efficacy. Gender, ethnicity, years of mathematics teaching, level of education, and years at current school are used as control variables. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers.","abstract_html":"This research is a descriptive, correlational study investigating mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers' self-efficacy. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study sought to determine the relationship between teachers of mathematics self-efficacy and the characteristics and supervisory behaviors that foster the development of their self-efficacy. Gender, ethnicity, years of mathematics teaching, level of education, and years at current school are used as control variables. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers.","abstract_has_math":false,"creators":["Calhoun, Prosperanta Beneus"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Counselor Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mallory, Walter D."],"committee_members":["Glenn, William Joseph","Cash, Carol S.","Wynn, Anita S."],"year":2019,"date_issued":"2019-07-23","date_published":"2019-07-23","updated_at":"2026-07-22T22:19:31Z","subjects":["Self-efficacy","Supervisory behaviors","Mathematics Teachers","Perceptions of Self-efficacy","Teacher Characteristics"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:21769"],"render_values":[{"text":"vt_gsexam:21769","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/91936","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mallory, Walter D."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Glenn, William Joseph","Cash, Carol S.","Wynn, Anita S."]},{"key":"dc:contributor.department","label":"Department","values":["Counselor Education"]},{"key":"dc:creator","label":"Author","values":["Calhoun, Prosperanta Beneus"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-07-24T08:00:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-24T08:00:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-07-23"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self-efficacy","Supervisory behaviors","Mathematics Teachers","Perceptions of Self-efficacy","Teacher Characteristics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:21769"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/91936"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research is a descriptive, correlational study investigating mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers' self-efficacy. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study sought to determine the relationship between teachers of mathematics self-efficacy and the characteristics and supervisory behaviors that foster the development of their self-efficacy. Gender, ethnicity, years of mathematics teaching, level of education, and years at current school are used as control variables. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["This research is designed to investigate mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers’ self-efficacy. The study is threefold: (a) to explore the self-efficacy of teachers who teach mathematics, (b) to identify teacher characteristics and supervisory behaviors that teachers perceived affect teacher self-efficacy, and (c) to determine whether there is a relationship between the mathematics supervisory behaviors and teacher self-efficacy as seen by the teachers, while controlling for gender, ethnicity, years of mathematics teaching, level of education, and years at current school. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers. Keywords: Self-efficacy, Supervisory behaviors, Mathematics Teachers, Perceptions of Self-efficacy, Teacher Characteristics"]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Mathematics Teachers' Perceptions of Self-efficacy: Effects of Teacher Characteristics and Supervisory Behaviors"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Mallory, Walter D."],"dc:contributor.committeemember":["Glenn, William Joseph","Cash, Carol S.","Wynn, Anita S."],"dc:contributor.department":["Counselor Education"],"dc:creator":["Calhoun, Prosperanta Beneus"],"dc:date.accessioned":["2019-07-24T08:00:35Z"],"dc:date.available":["2019-07-24T08:00:35Z"],"dc:date.issued":["2019-07-23"],"dc:description.abstract":["This research is a descriptive, correlational study investigating mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers' self-efficacy. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study sought to determine the relationship between teachers of mathematics self-efficacy and the characteristics and supervisory behaviors that foster the development of their self-efficacy. Gender, ethnicity, years of mathematics teaching, level of education, and years at current school are used as control variables. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers."],"dc:description.abstractgeneral":["This research is designed to investigate mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers’ self-efficacy. The study is threefold: (a) to explore the self-efficacy of teachers who teach mathematics, (b) to identify teacher characteristics and supervisory behaviors that teachers perceived affect teacher self-efficacy, and (c) to determine whether there is a relationship between the mathematics supervisory behaviors and teacher self-efficacy as seen by the teachers, while controlling for gender, ethnicity, years of mathematics teaching, level of education, and years at current school. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers. Keywords: Self-efficacy, Supervisory behaviors, Mathematics Teachers, Perceptions of Self-efficacy, Teacher Characteristics"],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:21769"],"dc:identifier.uri":["http://hdl.handle.net/10919/91936"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Self-efficacy","Supervisory behaviors","Mathematics Teachers","Perceptions of Self-efficacy","Teacher Characteristics"],"dc:title":["Mathematics Teachers' Perceptions of Self-efficacy: Effects of Teacher Characteristics and Supervisory Behaviors"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:31Z"}