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

Rina Kim

doi:doi:10.11648/j.ijeedu.20140302.14

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

Rina Kim

Published in International Journal of Elementary Education (Volume 3, Issue 2)

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

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[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.
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[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

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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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TY  - JOUR
T1  - Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics
AU  - Rina Kim
Y1  - 2014/04/30
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140302.14
DO  - 10.11648/j.ijeedu.20140302.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
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EP  - 47
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140302.14
AB  - 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
VL  - 3
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Author Information

Rina Kim

Curriculum and Instruction. Boston College, Chestnuthill, U.S.A.

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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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - Development and Validation of the Survey Items of the South Korean Elementary Teachers’ Anxiety about Teaching Mathematics
AU  - Rina Kim
Y1  - 2014/04/30
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140302.14
DO  - 10.11648/j.ijeedu.20140302.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 41
EP  - 47
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140302.14
AB  - 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
VL  - 3
IS  - 2
ER  -

Copy | Download