EXAMINING THE RELATIONSHIP BETWEEN CERTIFICATION PATH AND TEACHING SELF-EFFICACY.

In this paper we explore the relationship between certification path and teaching self-efficacy for teachers of K-12 mathematics. We focused on teaching self-efficacy for a content area that spans the K-12 curriculum: fractions, ratios, and proportions. Initial findings indicated that alternate certification is significantly correlated to teaching self-efficacy. However, in multiple regression analysis of certification after including other variables that predicted teaching self-efficacy, the relationship between certification path and teaching self-efficacy was no longer statistically significant. Findings suggest that the apparent relationship between alternate certification and teaching self-efficacy is likely due to other factors (age, highest grade taught, MKT) that differentiate alternately certified and traditional teachers. [ABSTRACT FROM AUTHOR]