Abstract:

Currently, the Mathematical Teaching Effective Beliefs Instrument (MTEBI) is the most common tool in measuring beliefs about the efficacy of a future teacher in mathematics. It consists of 21 items, 13 of which are focused on personal mathematics teaching efficacy and 8 items which are focused on mathematics teaching outcome expectancy. Before using this research tool in a different culture, it is recommended for the instrument to be tested for validity and reliability. The analysis in pre-research showed that the translated version of MTEBI in Czech needs a revision with reference to similar results in the Arabic or Korean environment. The aim of the paper is to present the development of a new research tool, which would correspond to the Czech environment containing 37 items. The structure of the created tool is focused on examining the three main areas - the evaluation of one's own abilities, the concerns about the quality of the student's own preparedness and the responsibility of the teacher for the pupils’ performance. Cronbach's alpha was 0.74 for the whole instrument, 0.89 for the first area, 0.81 for the items in the second area and 0.83 for the items in the third area was used in a pilot study consisting of 77 students of primary teaching major. From the intrinsic consistency of the questionnaire items divided into areas, we can assume that they were correctly and rightfully assigned to the areas and that this tool has the potential for wider use in preparing future mathematics teachers.

Keywords:

Mathematical Teaching Efficacy Beliefs, beliefs, teacher, mathematics, efficiency, student, teaching.