ADAPTATION OF TEACHING MATHEMATICS EFFICACY BELIEF INVENTORY (TMEBI) INTO TURKISH

Year 2021, Issue: 87, 413 - 434, 21.09.2021

Mithat Takunyacı

Abstract

Self-efficacy in teaching mathematics can be explained as teachers’ personal beliefs
about their self-efficacy beliefs in teaching mathematics and personal perceptions of
their self-ability to teach mathematics to others. Also, teachers’ attitudes, believes, and
behaviors have a significant effect on students’ preparation and their academic success.
So, it is important to examine teachers’ efficacy beliefs towards teaching mathematics.
Not more quantitative research was found on the evaluation tools for determining
teaching mathematics efficiency belief of teachers in Turkey. The purpose of the current
study is to adapt the Teaching Mathematics Efficacy Belief Inventory (TMEBI) to the
Turkish language. The sample of the study consists of 426 prospective mathematics
teachers (54.5% female and 45.5% male). The scale that was used in the study was
developed by Enochs, Smith, and Huinker (2000) to determine teaching efficacy belief
towards mathematics. Firstly, for linguistic equivalence study, the correlation coefficient
was examined, and then validity and reliability analysis were conducted. Validity and
reliability studies were applied to adapting the Turkish form. Findings showed the high-
reliability coefficients of the scale were found (Cronbach’s α (.91), McDonald’s ω (.85),
and Two-Half Test (r =.83)). Finally, it can be said that the MTEBI, which was adapted
to the Turkish language is a valid and reliable measurement tool.

Keywords

Teaching Mathematics, Teaching Efficacy, Belief, Validity, reliability.

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