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Measuring Teachers’ Beliefs Quantitatively

Criticizing the Use of Likert Scale and Offering a New Approach

  • Safrudiannur
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  • 313 Downloads

Part of the Kölner Beiträge zur Didaktik der Mathematik book series (KBDM)

About this book

Introduction

The use of Likert scale instruments for measuring teachers’ beliefs is criticized because of amplifying social desirability, reducing the willingness to make differentiations, and often providing less or no contexts. Those weaknesses may distort teachers’ responses to a Likert scale instrument, causing inconsistencies between their responses and their actions. Therefore, the author offers an alternative approach by employing rank-then-rate items and considering students’ abilities as one of the factors affecting teachers’ beliefs. The results confirm that the offered approach may give a better prediction about teachers’ beliefs than does a Likert scale instrument.

Contents
  • The Relationship Between Teachers’ Beliefs and Their Practices
  • Measuring Teachers’ Beliefs and Some Problems in the Measurements
Target Groups
  • Scholars and students of mathematics education
  • Teachers of mathematics in secondary schools
About the Author
Safrudiannur is a researcher and lecturer in the field of mathematics education at the Mulawarman University, Indonesia. From 2015 to 2020, he was a research fellow at the University of Cologne in Germany.

Keywords

The Nature of Mathematics Teaching and Learning Mathematics Problem Solving Social Contexts at School Rank-then-Rate Likert Scale Students‘ Abilities Teachers Beliefs Measurement Social Desirability

Authors and affiliations

  • Safrudiannur
    • 1
  1. 1.CologneGermany

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-658-30023-4
  • Copyright Information The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2020
  • Publisher Name Springer Spektrum, Wiesbaden
  • eBook Packages Education
  • Print ISBN 978-3-658-30022-7
  • Online ISBN 978-3-658-30023-4
  • Series Print ISSN 2661-8257
  • Series Online ISSN 2661-8265
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