Teacher Scales and Sample Items
Math Teacher Identity
Being a mathematics teacher is a major part of who I am.
Approach to Teaching
• Academic Press
In my class, students are pushed to take on challenging work in math.
• Mastery Approach
I emphasize the importance of learning from mistakes.
• Performance Approach
I help students understand how their performance compares to others.
• Performance Avoid
I make an example of students who are not prepared to answer questions in class.
Efficacy (Personal)
• Classroom Management
How confident are you that you can prevent disruptive behavior in the classroom?
• Teaching Mathematics
How confident are you that you can teach students how to do difficult math problems?
• Supporting Student Motivation
How confident are you that you can get students excited about mathematics?
• Enlisting Parent Involvement
How confident are you that you can increase parents’ involvement in helping students with their math work?
• Teaching English Language Learners
How confident are you that you can help students who are English Language Learners under stand the material in class?
• Teaching Students with Learning Difficulties
How confident are you that you can help students with learning difficulties understand the material in class?
• Constructivist Instructional Approaches
How confident are you that you can develop students’ conceptual understanding of mathematics?
• Personal Efficacy for Doing Mathematics
I am sure that I can learn how mathematical ideas are connected to each other.
• Skepticism Regarding Teacher Impact on Success
Teachers are not a very powerful influence on student achievement when all factors are considered.
Teacher Collective Efficacy
• General – Department Level
In this math department, teachers are able to get through to difficult students.
• General – School Level
In this school, teachers have the necessary skills to effectively enact the current curriculum.
• Involve Parents – Department Level
In this math department, teachers are good at getting parents involved in school activities.
• Involve Parents – School Level
In this school, teachers work hard to ensure that parents feel comfortable coming to school.
Collective Teacher Caring
• Department Level
In this math department, teachers treat all students with respect.
• School Level
In this school, teachers treat students who get good grades better than they treat other students.
Achievement Goal Structure
• Mastery – Department Level
In this math department, the importance of trying hard is really stressed to students.
• Mastery – School Level
In this school, the emphasis is on really understanding the subject matter, not just getting the right answers.
• Performance Approach – Department Level
In this math department, students who do well are pointed out as a model for other students.
• Performance Approach – School Level
In this school, special privileges are given to students who do the best work.
• Performance Avoid – Department Level
In this math department, student work that is incorrect or poorly written is shown as an example of what not to
• Performance Avoid – School Level
In this school, students are told it is important not to be the worst in their class.
Student Support
• Support of Student Collaboration
How often do students work together on collaborative math activities in your math class?
• Support of Student Help Seeking
How often are student questions answered completely in your math class?
• Teacher Support for Situational Interest
When I teach mathematics in my classroom, I design tasks and activities that make math class entertaining.
Beliefs About Mathematics
• Simplicity of Mathematics
Mathematics is a collection of rules and formulas.
• Understanding Concepts is Important in Mathematics
In addition to getting the right answer in mathematics, it is important to understand why the answer is correct.
• Value of Math for Students
Students need to have good mathematics problem-solving skills to be successful in the future.
• Value of Math for Teacher (personal)
Knowing advanced mathematics is important to me, even if it’s not necessary for the classes I teach.
Teacher Perceptions of Family Involvement
• Teacher Invitations to Parents and Families
How often have you sent home letters telling families what students have been learning and doing in class?
• Reasons for Contacting Parents and Families
How often have you contacted a student’s parent because the student is struggling with a particular math concept?
• Specific Strategies for Promoting Family Involvement
How often have you provided a parent or family member with specific math activities to do with the student?
• Teacher Perception of Family Involvement Practices
What percentage of your student’s families helped the student feel motivated to learn math?
• Reasons Why Families Become Involved
How likely are families to contact you personally when the student is having a problem with learning math?