Self-efficacy perceptions, attitudes and anxiety levels to teaching of mathematics classroom teaching candidates

The aim of this study is to examine the pre-service teachers' perceptions of self-efficacy, attitudes and anxiety levels in mathematics teaching in terms of various variables. The research was carried out in accordance with the descriptive scanning model which is a sub-type of the general screening model. The sample of the study consists of 160 students studying in the 3rd and 4th grade in the classroom teaching department of Çukurova University Faculty of Education in 2018-2019 academic year. In the study, for the purpose of determining self-efficacy perceptions of pre-service teachers about mathematics teaching "Self-efficacy Belief Scale for Mathematics Teaching", to determine the attitude for the mathematics teaching "Attitude Scale for Mathematics Teaching" and to determine anxiety scale for mathematics teaching "Anxiety Scale for Mathematics Teaching" were used. Independent groups t-test and one-way variance were used for data analysis. Statistical analysis of the data was performed by SPSS 22.00 package program. According to the results of the research; It was concluded that the pre-service teachers' self-efficacy, attitudes and anxiety levels in mathematics teaching were generally sufficient and there was a moderate relationship between them. I agree with the level of personal competence of self-efficacy towards mathematics teaching of prospective classroom teachers; It was observed that I agree with the attitude factor to value mathematics teaching and I agree with the anxiety factor arising from the attitude to teaching mathematics. On the other hand, it was found that there was no significant difference between self-efficacy, attitude and anxiety towards mathematics teaching according to the variables of gender, grade level, mathematics achievement grade and general achievement grade. Key words: Mathematics instruction, self-efficacy perception, attitude, anxiety