Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools

Abstract This study explored teachers’ self-efficacy in teaching mathematics (SETM) as related to their teaching profile and pedagogical practices. Using data from 327 New Zealand primary teachers, a multilevel structural equation model was constructed and analyzed that looked at the relationships among SETM and effective pedagogical practice scales and included characteristics related to the teachers and their schools. No significant gender, year level, or school socioeconomic differences were found with teachers’ SETM. Experienced teachers had significantly higher SETM scores than their inexperienced colleagues. Teachers who were self-efficacious in their mathematics teaching reported pedagogical practices known to be effective in the mathematics classroom in contrast to their low self-efficacy colleagues.