Document Type

Article

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gary Kuhne

Primary Subject Area

Education, Elementary; Education, General; Education, Mathematics

Keywords

Criterion-Referenced Competency Test, Elementary Education, No Child Left Behind Act, Quantitative research, Self-Efficacy, Teaching Styles

Disciplines

Education | Science and Mathematics Education

Abstract

The purpose of this study was to examine the relationships among elementary school teachers' teaching styles, their perceptions of self-efficacy in teaching mathematics, and student mathematics achievement. Analysis of data collected from 95 teachers found small to moderate correlations between teaching style and measures of mathematics achievement. No statistically significant relationships were found between elementary school teachers' self-efficacy and students' mathematics achievement levels. Mathematics achievement (numbers and operations, geometry, and percentage of students who exceeded standards on the CRCT) was predicted by teaching styles (delegator, facilitator, and expert). Although the relationships were statistically significant, little variance in achievement was explained by teaching styles. Educators must strive to pursue promising teaching strategies and styles in order to promote achievement in elementary mathematics.