Mathematical Knowledge for Teaching, Teachers’ Self-Efficacy, and Teaching Effectiveness: A Convergent Mixed-Method Study
Description
Purpose: This study aims to investigate the relationship between mathematical knowledge for teaching (MKT), mathematics self-efficacy (MSE), and teaching effectiveness (TE). It is among the first to empirically examine the synergistic, context-dependent interaction between MKT and MSE as joint determinants of TE among elementary mathematics teachers in Saudi Arabia. Methods: Employing a convergent mixed methods design, this study integrates quantitative and qualitative data from four male elementary mathematics teachers in Dammam, Saudi Arabia. Data were collected over four weeks using an MKT assessment, an MSE scale, classroom observations, and semi-structured interviews. Results: Clear differences emerged based on school context: Private school teachers demonstrated high MKT, strong MSE, and higher TE; public school teachers exhibited lower levels across measures. High-MKT teachers provided clearer conceptual explanations and stronger diagnostic reasoning, while high-MSE teachers demonstrated proactive management and instructional adaptability. Integrated results indicate that TE occurred only when both MKT and MSE were strong. Professional development and learning communities emerged as pivotal mediating factors. Conclusions: Consequently, this study’s findings underscore the need for teacher development programs that simultaneously strengthen MKT and MSE, as well as their synergistic interaction.