Measuring Teachers' Beliefs Quantitatively

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.

Publication in the field of mathematics education

Autorentext

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.

Klappentext

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.

Inhalt

The Relationship Between Teachers' Beliefs and Their Practices.- Measuring Teachers' Beliefs and Some Problems in the Measurements.