Abstract:
The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), developed in the United States, is one of the most popular scales used in the study of mathematics teaching efficacy. However, the MTEBI might not be trustworthy in other cultures. This study described the development of a new instrument measuring mathematics teaching efficacy beliefs for Korean preservice teachers using Bandura's efficacy theory. In Article One, Korean mathematics teacher education professors' perspectives to the MTEBI were analyzed. This resulted in a revision of the MTEBI in the context of Korean mathematics education, and the recommendation that an instrument should be separated for elementary and for secondary preservice teachers. Article Two described the development of a new instrument, the Mathematics Teaching Self Efficacy Scale (MTSES) for elementary preservice teachers (Form-E). The instrument consists of one single scale with nine items. Marginal reliability was ρ = .8281. Article Three presented the development of the MTSES for secondary preservice teachers (Form-S). This instrument also consists of one single scale with 10 items. Marginal reliability was ρ = .8591. Use of modern item response theory, rather than classical test theory, in the development of an instrument would decrease bias from a local culture. The MTSES Form-E and Form-S was verified by a item response theory model, and thus the MTSES would be a more valid and reliable instrument than the MTEBI. Use of MTSES in an international and cross-cultural study will produce trustworthy and useful information.
