摘要：AbstractThe prime aim of this study is to examine the level of teaching efficacy among Mathematics student teachers of Universiti Sains Malaysia. In addition, two variables, namely, gender differences and Mathematics performance are also studied in relation with teaching efficacy. The sample consisted of 110 student teachers who just completed their teaching practice. Using the Rasch Model analysis, the findings indicate that classroom management (mean=1.15, sd=1.12) was the most difficult aspect to perform followed by instructional strategies (mean=1.04, sd=3.4) and student engagement (mean=0.94, sd=1.74). With regards to individual items, the most difficult task for the sampled student teachers is to motivate students who show low interest in school work (measure=2.81, se=0.21). The least difficult task is to get students to believe they can do well in school work (mean= 1.76, se=0.25). As expected, a positive and significant relationship was reported between CGPA and teaching practice grades. However, contrary to popular beliefs, the study revealed a weak by significant correlation between teaching efficacy and teaching practice grades. The implications of the findings towards the theory and practice of teaching efficacy were also discussed.
关键词：Teaching efficacy;Classroom management;Instructional strategies;Student engagement;Student teacher;Rasch Model
