Book Description
Most states have adopted the Common Core State Standards in Mathematics (CCSSM) in response to concerns that United States' students are not competitive in international mathematics achievement. The demands on teachers and expectations for students have increased with its implementation. The purpose of this mixed method study was to explore the effect of the implementation of the Common Core State Standards in Mathematics on elementary teachers' perceptions of mathematics self-efficacy. In addition, the study examined teachers' perceptions of principal readiness to lead the implementation and principals' perceptions of teacher readiness to implement the changes. The study also examined principals' self-perceptions of mathematics efficacy and principals' perceptions of central office support for the implementation. Quantitative data were collected from 162 teachers from three urban districts and three suburban districts using a modification of the Mathematics Teaching Efficacy Beliefs Instrument. The qualitative data were collected from semi-structured interviews with 11 building principals and focused on principals' perceptions of teacher, self, and central office readiness to implement the CCSSM. The findings of this study provided evidence that the implementation of the CCSSM has resulted in a decrease in teacher efficacy in mathematics instruction. Principals perceived that teacher readiness for the implementation of the CCSSM depended upon Common Core-aligned text books. Conclusions state the need to increase efficacy for both teachers and principals