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Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics

Received: 3 April 2014     Accepted: 14 April 2014     Published: 30 April 2014
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Abstract

This article is a report about the development of a new instrument to measure South Korean elementary teachers’ anxiety about teaching mathematics; it explores the instrument’s underlying dimensions by examining the responses of 64 South Korean elementary teachers. From the conceptual framework, I designed three sub-scales in the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics (S-ATM): preference for mathematics or mathematics instruction, confidence in mathematics or mathematics instruction, and effectiveness of mathematics instruction. I conducted analyses of the principal components to determine the factor structures of the scales. The results showed that the relativity for each sub-scale’s Cronbach’s alpha was greater than .700. I also examined this scale’s validity by surveying the same participants with the Mathematics Teaching Efficacy Belief Instrument and comparing the results. The results demonstrated that the mathematics teaching anxiety sub-scales were significantly collated with the validation scale statistically. Its psychometric properties were sound, and the S-ATM instrument can be recommended for use in investigating South Korean elementary teachers’ anxiety about teaching mathematics

Published in International Journal of Elementary Education (Volume 3, Issue 2)
DOI 10.11648/j.ijeedu.20140302.14
Page(s) 41-47
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Anxiety about Teaching Mathematics, Mathematics Anxiety, Elementary Teacher, Teacher Education, Scale Development

References
[1] S. Tobias and C. Weissbrod, “Anxiety and mathematics: An update,” Harvard Educational Review, vol. 50, pp. 63–70, 1980.
[2] C. Jackson and R. Leffingwell, “The role of instructors in creating math anxiety in students from kindergarten through college,” Mathematics Teacher, vol. 92, pp. 583–587, 1999.
[3] S. Tobias, Overcoming math anxiety. New York, NY: Norton. 1978.
[4] G. Fiore, “Math-abused students: Are we prepared to teach them?” Mathematics Teacher, vol. 92, pp. 403–405, 1999.
[5] K. Norwood, “The effect of instructional approach on mathematics anxiety and achievement,” School Science and Mathematics, vol. 94, pp. 248–254, 1994.
[6] F. Liu, “Impact of online discussion on elementary teacher candidates’ anxiety towards teaching mathematics,” Education, vol. 128, pp. 614–629, 2008.
[7] J. Cai, “U.S. and Chinese teachers’ constructing, knowing, and evaluating representations to teach mathematics,” Mathematical Thinking and Learning an International Journal, vol. 7(2), pp. 135–169, 2005.
[8] S. Delaney, D. L. Ball, H. C. Hill, S. G. Schilling and D. Zopf, “Mathematical knowledge for teaching: Adapting U.S. measures for use in Ireland. Journal of Mathematics Teacher Education,” vol. 11(3), pp. 171–197, 2008.
[9] R. Y. Kim, S. H. Ham and L. W. Paine, “Knowledge expectations in mathematics teacher preparation programs in South Korea and the United States: Towards international dialogue,” Journal of Teacher Education, vol. 62(1), pp. 48–61, 2011.
[10] D. E. Cruikshank and L. J. Sheffield, Teaching and learning elementary and middle school mathematics. Columbus, OH: Merrill. 1992.
[11] T. R. Post (Ed.), Teaching mathematics in grades K-8. Boston: Allyn & Bacon, 1992.
[12] K. L. Kraemer (Ed.), The Information Systems Research Challenge: Survey Research Methods - Volume 3, Harvard Business School Press, Boston, MA, 1991.
[13] K. Kelly, B. Clark, V. Brown and J. Sitzia, “Good practice in the conduct and reporting of survey research,” International Journal for Quality in Health Care. vol. 15. pp. 261-266, 2003.
[14] The Ministry of Education, “Statistical analysis of education in South Korea,” Retrieved from http://cesi.kedi.re.kr, 2012.
[15] H. F. Kaiser, “A second generation Little Jiffy,” Psychometrika, vol. 35, pp. 401-415, 1970.
[16] P. B. De Mesquita and J. C. Drake, “Educational reform and self-efficacy beliefs of teachers implementing nongraded primary school programs,” Teaching and Teacher Education, vol. 10(3), pp. 291-302, 1994.
[17] A. Bandura, Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development frontiers and possible futures (pp. 200–239). Cambridge, MA: Cambridge University Press, 1981.
[18] L. G. Enochs and P. D. Huinker, “Establishing factorial validity of the Mathematics Teaching Efficacy Beliefs Instrument,” School Science and Mathematics, vol. 100(4), pp. 194–202, 2
Cite This Article
  • APA Style

    Rina Kim. (2014). Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics. International Journal of Elementary Education, 3(2), 41-47. https://doi.org/10.11648/j.ijeedu.20140302.14

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    ACS Style

    Rina Kim. Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics. Int. J. Elem. Educ. 2014, 3(2), 41-47. doi: 10.11648/j.ijeedu.20140302.14

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    AMA Style

    Rina Kim. Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics. Int J Elem Educ. 2014;3(2):41-47. doi: 10.11648/j.ijeedu.20140302.14

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  • @article{10.11648/j.ijeedu.20140302.14,
      author = {Rina Kim},
      title = {Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics},
      journal = {International Journal of Elementary Education},
      volume = {3},
      number = {2},
      pages = {41-47},
      doi = {10.11648/j.ijeedu.20140302.14},
      url = {https://doi.org/10.11648/j.ijeedu.20140302.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140302.14},
      abstract = {This article is a report about the development of a new instrument to measure South Korean elementary teachers’ anxiety about teaching mathematics; it explores the instrument’s underlying dimensions by examining the responses of 64 South Korean elementary teachers. From the conceptual framework, I designed three sub-scales in the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics (S-ATM): preference for mathematics or mathematics instruction, confidence in mathematics or mathematics instruction, and effectiveness of mathematics instruction. I conducted analyses of the principal components to determine the factor structures of the scales. The results showed that the relativity for each sub-scale’s Cronbach’s alpha was greater than .700. I also examined this scale’s validity by surveying the same participants with the Mathematics Teaching Efficacy Belief Instrument and comparing the results. The results demonstrated that the mathematics teaching anxiety sub-scales were significantly collated with the validation scale statistically. Its psychometric properties were sound, and the S-ATM instrument can be recommended for use in investigating South Korean elementary teachers’ anxiety about teaching mathematics},
     year = {2014}
    }
    

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Author Information
  • Curriculum and Instruction. Boston College, Chestnuthill, U.S.A.

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