The purpose of this study was to explore the possible relationship between teacher
self-efficacy among secondary math teachers in Alabama and administrative support,
teacher/colleague support, and support through resources. The study also examined
whether gender or race related to teachers’ sense of self-efficacy. Examining self-efficacy
for secondary math teachers is an important step in the strategic support of these
individuals and improving student achievement in mathematics. Indeed, a closer look at
district and school level support factors related to the self-efficacy of teachers is
warranted, given continuing concerns over student math performance. A quantitative
study of 105 Alabama secondary math teachers was conducted using an online survey
instrument composed from the Teachers’ Sense of Efficacy Scale (Tschannen-Moran &
Woolfolk Hoy, 2001) and the Organizational Health Inventory for Secondary Schools
(Hoy, W. K. & Tarter, C. J., 1997). No significant relationships were found between
teachers’ sense of efficacy and gender, administrative support, or resource support.
Significant relationships were found between teachers’ sense of efficacy and race and
teacher/colleague support. There should be a focus on offering support for minority
secondary math teachers. Collaborative opportunities involving training, planning, datadriven
decision making, sharing resources, and sharing experiences should be increased.
There is a call for administrators to serve as instructional leaders as well as managers.