Investigation of the relationship between self-efficacy towards mathematics education and mathematics pedagogical content knowledge of preschool teachers (Afyonkarahisar sample)

The aim of the study is to determine whether preschool teachers differentiate their self efficacy towards mathematics education for pedagogical content knowledge about mathematics and examine the relationship between preschool teachers' self-efficacy towards mathematics education and pedagogical content knowledge about mathematics. 248 preschool teachers working in Afyonkarahisar, Turkey attended this study. In this study, the relational screening model was used as it was aimed to determine whether the pedagogical content knowledge about mathematics of pre-school teachers affect the self efficacy towards mathematics education. In this study, "Teacher Information Form", "Pedagogical Content Knowledge Scale in Pre-School Mathematics" and "The Self Efficacy of Scale Pre-School Teachers for Mathematics Education" are used as data collection tool. Descriptive Statistic, T-Test, One Way ANOVA, Pearson Moment Correlations, Two Way ANOVA, and Simple Linear Regression Analysis were used were used in the analysis of the data. As a result of the analyzes, it was found that the self-efficacy of preschool teachers in mathematics education was high, and their knowledge of mathematics pedagogical content was moderate. The relationship between preschool teachers' mathematics pedagogical content knowledge and their self-efficacy towards mathematics education was examined; It was observed that there was a positive, low-level significant relationship between them. It has been determined by the analyzes that the pedagogical content knowledge level of preschool teachers is a significant predictor of their self-efficacy for mathematics education.