Authors
1 Faculty member, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz
2 Master of Psychology, Shahid Chamran University of Ahvaz
Abstract
The purpose of the present research was to examine the direct and indirect relationships of collective teacher efficacy, teacher’s characteristics, students’ prior mathematics performance, socioeconomic status, gender, and ethnicity with students’ (girls and boys) mathematics performance in fourth-grade of elementary schools in Ahvaz. In this study 300 students (150 girls and 150 boys) were selected randomly. Also, 100 teachers in fourth- grade and overall 300 teachers in all- grades were selected randomly. The students completed the Personal Characteristics Inventory, and teachers copmpleted the Teacher Characteristics Inventory, and Collective Teacher Efficacy Scale. The results showed that the direct and indirect paths of socioeconomic status, prior mathematics performance, arid collective efficacy with mathematics performance were significant, but the direct and indirect paths of gender and ethnicity with mathematics performance were not significant. Moreover, the direct path between teacher’s characteristics and mathematics performance was not significant but the relationship between direct path of teacher’s characteristics and collective efficacy was significant. In sum, to examine the fitness of proposed model three models were tested.
Keywords
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