Investigation of Mathematics Teachers’ Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

Abstract

Teachers’ beliefs about teaching mathematics have a great influence on students’ success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers’ beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers’ efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyacı and Aydın (2013) was used. The first finding of our study is mathematics teachers’ beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers’ efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

Preservice Teachers’ Self-Concept, Self-Efficacy, and Attitude: Its Implications to Mathematics Achievement

“…Thus, a low math self-concept indicates that the individual is unequipped and cannot cope with the demands of different real-life math problems. As preservice teachers, math self-concepts should be positive because they represent a substantial improvement for the teachers and an advancement in teaching itself, and teachers' positive math self-concepts will positively affect students' achievement in mathematics is greatly influenced by teachers' attitudes toward teaching the subject (Takunyaci, 2021). Their self-concept is an important factor influencing their professional…”

The Influence of Senior High School Mathematics Teachers’ Demographic Variables on their Self-Efficacy in Teaching

“…Furthermore, Pressley and Ha (2021) assert that self-efficacy is not a belief pertaining to one's ability in accomplishing a task yet the self-belief required to achieve the job. According to Takunyaci (2021), selfefficacy is the self-perception related to effectively execute a certain task. There is a close relationship between educator self-efficacy assumptions as well as in presenting a successful performance.…”

A Study of Mathematics Teachers’ Self-Efficacy Beliefs, Mathematics Teaching Anxiety and Motivation towards Teaching Mathematics

“…In relation to this, teaching practices and the characteristics of teachers have a major role in successful learning of students. This may be exemplified by the beliefs of teachers concerning teaching mathematics that affects successful learning of mathematics among students (Takunyaci, 2021). Similarly, self-efficacy beliefs were also evidenced to have a key role in the inculcation of mathematics education (Rabab'h & Veloo, 2014;Unlu, Ertekin & Dilmac, 2017) which is referred to as an individual's judgment of their capability of organizing the activities needed to perform a certain activity and to achieve such performance (Bandura, 1986;p.391).…”

“…Studies in literature have highlighted the importance of teachers' efficacy beliefs, mathematics anxiety and motivation towards mathematics teaching that influences their objectives and practices in classrooms (e.g., Takunyaci, 2021;Velthuis, Fisser & Pieters, 2014). This is because there is lack of studies dedicated to the relationship between teachers' efficacy beliefs, their mathematics anxiety and their motivation towards mathematics teaching (Suren & Kandemir, 2020;Peker, 2015;Richardson & Watt, 2016), which is why this study is an attempt to mitigate the literature gap.…”