Hispanic Female Preservice Elementary Teachers' Mathematics Teaching Self- Efficacies, Attitudes, and Student Outcome Expectations

The current study examined consistency among Hispanic female preservice elementary teachers’ (n=35) self-efficacies, attitudes, and student outcome expectations toward mathematics. Results indicated that while almost all subscales were significantly correlated in anticipated directions, the MTEBI Outcome Expectancy subscale had no relationship with other subscales. Overall, the results suggest that the Hispanic female preservice teachers generally had positive mathematics self-efficacies and low anxiety toward mathematics, yet they did not have congruently affirmative student outcome expectations. Findings are contextualized by participants’ descriptions of mathematics as: (a) particularly difficult to learn, (b) causing long-term negative impacts if poorly taught, and (c) prone to having students with preexisting negative dispositions.

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