Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers:A structural equation model

The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. Keywords: intent-to-leave, self-efficacy, science and mathematics teachers, wellbein

Who\u27s counting? Legitimating measurement in the audit culture

What gives legitimacy to the numbers that constitute the measurement techniques of the audit culture? We argue that the audit culture’s blind application of numbers to people as if there was no moral or ethical dimension to the calculation rests on a military discourse resi-dent in mathematics. This argument is based on the genealogy presented in this paper, which uncovers a regime of measurement-by-number, sedimented as legitimate through an associa-tion with military power. We claim that this military measurement-by-number is a dubious technique of government on which the audit culture relies for its highly questionable authori-ty

Maths + Movement: Methodological Considerations for Mathematics Teacher Educators as Action Researchers

This chapter aims to explore the methodological considerations, tensions, challenges and constraints for mathematics teacher educators as action researchers within a large-scale project designed by colleagues from different fields. Here, with reference to records of key interactions during a planning workshop, we will examine the conversations that took place as we planned to become action researchers within a core mathematics education course; agreed upon data collection opportunities and activities; and grappled with issues of fidelity, reliability and validity. In particular, we will share our divergent views of action research and how these amplified various competing priorities for the first three authors, who were set to grapple with identities and roles as mathematics content specialists, advocates for the discipline of mathematics, mathematics educators, and educational researchers. We argue that it was only through a commitment to expose and challenge each other’s thinking that the authoring team came to understand each other’s philosophical and epistemological positions, priorities and aims related to the professional learning and growth of pre-service teachers and the teaching and learning of primary school students