Teacher Perceptions of the Use of Cognitively Guided Instruction in Mathematics Classrooms

Elementary teachers in California were tasked to use cognitively guided instruction (CGI) strategies in mathematics classrooms, but it was uncertain if they had the self-efficacy, confidence, resources, and support to do so consistently. The purpose of this basic qualitative study was to investigate K-5 teachers' perceptions about their self-efficacy and confidence in using CGI strategies in the mathematics classroom and what resources or support they felt needed to implement CGI strategies successfully. Bandura's social cognitive theory, which emphasizes four sources of self-efficacy, was used for the framework analysis. Research questions supported teachers' self-efficacy and confidence through research questions: What challenges are teachers facing in using CGI in K-5 classrooms? What support or resource was needed to improve their self-efficacy in using CGI strategies more consistently in mathematics classrooms? Data was collected through online interviews with 13 elementary mathematics teachers. The result indicated that participants were confident using CGI strategies in the classroom. Participants indicated that the strategies are effective in helping understand mathematical problems. This study contributed to social change by providing instructors and educational leaders with a deeper understanding of teachers' pedagogy in the classroom in implementing the CIG strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]