Gaining Confidence Increasing Elementary Mathematics Teaching Self-Efficacy Through Coaching

Abstract

Mathematics coaching is a professional development intervention being used to improve student learning. As student achievement has been linked to teacher self-efficacy, this study investigated whether an individual math coaching program for elementary teachers improved their mathematics teaching self-efficacy. Personal Mathematics Teaching Efficacy was improved in a statistically significant way over the ten-week intervention, but Mathematics Teaching Outcomes Expectancy did not increase significantly. Interviews indicated that teachers sought and received validation for their teaching from the coaches, likely contributing to the increase in self-efficacy. Schools and districts could consider implementing coaching to improve teacher self-efficacy.