Middle school mathematics teachers' reactions to state-mandated reform: Self-efficacy and classroom practice

Purpose and method. The purpose of this study was to investigate the effects of state-mandated reform, new certification or endorsement, on the self-efficacy, outcome expectancy (using the MTEBI), and classroom practice of three groups of middle school teachers. The study included teachers with elementary education backgrounds who (1) chose to take the state-mandated certification test, (2) those that chose participation in the professional development institute, and (3) secondary trained mathematics teachers. The research also attempted to understand teachers' decision process related to the mandate and their personal feelings in regard to the mandate. Mixed methodologies were utilized to study teacher choice in certification or endorsement, how the choice was made, differences in efficacy and classroom practice for those teachers, and how the teachers feel they have been personally affected by the mandate.; Findings and conclusions. No differences were found among the groups of teachers on measures of personal self-efficacy or outcome expectancy. Both quantitative and qualitative data suggest differences in classroom practice among the groups of teachers. Regarding differences in teacher confidence in teaching mathematics, statistically significant differences were found among the groups in teaching geometry and algebra. Regarding teachers feelings toward the state mandate, teachers expressed anger and confusion over having their competence questioned. Many voiced their decision to stop teaching before meeting the legislative mandate.