The effect of secondary school mathematics teachers 'self-efficacy and leadership styles on students' mathematical success and attitude

This research was conducted to evaluate the effects of secondary school mathematics teachers' self-efficacy and leadership styles on the achievement and attitudes of middle school students towards mathematics. The survey used the general screening model. A total of 917 students, 472 girls and 445 boys, attended to the survey in the fifth grade of 10 middle schools in west black sea region a city center. Mathematics attitude scale, teacher self-efficacy scale and mathematics achievement test developed by researchers were used to collect data. According to the leadership style scale teachers are autocratic and semi-democratic; According to the self-efficacy scale, the teachers were composed of low, medium and high classes. In the analysis of the data, SPSS statistical program was used. The obtained data were analyzed using frequency, percentage, arithmetic mean, standard deviation, t test, one way variance analysis (ANCova) according to the purpose. Statistical significance was accepted as p < 0.05. In this study, fifth-grade mathematics teachers have low or high management style does not affect students' mathematical achievements and attitudes towards mathematics lessons. In this study, mathematics achievement of fifth graders varies according to the sub-dimensions of mathematics teachers' self-efficacy level. Teachers' self-efficacy level does not affect the mathematics success of students in the subscale of instructional strategies. Teachers 'self-efficacy level influences students' mathematical success in the classroom management subscale. Teachers 'self-efficacy level does not affect students' mathematical success in the student engagement subscale. In this study, the attitudes of fifth grade mathematics students towards mathematics vary according to the sub-dimensions of mathematics teachers' self-efficacy level. In this research, the attitudes of fifth grade mathematics students towards mathematics vary according to the sub-dimensions of mathematics teachers' self-efficacy level. Teachers 'self-efficacy has been found to influence students' attitudes towards mathematics in teaching practices, classroom management and student engagements subscales.