La autoeficacia docente y su influencia en el proceso de enseñanza de matemáticas en Educación Básica Superior y Bachillerato General Unificado en el Distrito dos, Circuito cinco y seis del cantón Cuenca

Abstract

Due to profound changes to which secondary education has been subjected to, in terms of curriculum, working hours, planning and the constant updating that teachers must have for the evaluations carried out by the Ministry of Education; they require a high degree of self-efficacy in the teaching process. The purpose of this research is to analyze general upper secondary education and high school Math teachers’ self-efficacy, through descriptive research that encompasses a quantitative approach. Initially, the theoretical foundation was developed, taking as reference the contributions of the maximum representative of the Cognitive Social Theory, Albert Bandura, who remarks teacher’s thought and the ability of self-reflection and self-regulation in the teaching process. The scale of perception of effectiveness of professor Tschannen - Moran and Woolfolk was applied as a data collecting tool, which encompasses 5 Likert type analysis categories (1 = nothing, 2 = little, 3 = something, 4 = enough, 5 = a lot) and as subscales: Involvement of students Efficacy; Teaching strategies Efficacy; Classroom management Efficacy; and Attention to the uniqueness of the students Efficacy. Fifty-one teachers, from circuits five and six of the District two of Education, canton Cuenca participated in this study. The results obtained show that 39 teachers (76.47%) rated their efficiency with a positive tendency (higher than the average) in the four subscales analyzed.