Mathematics teaching self-efficacy beliefs of classroom teachers and their views on distance education mathematics teaching during the COVID-19 pandemic period (Afyonkarahisar sample)

In the research, it was aimed to determine the mathematics teaching self-efficacy belief levels of classroom teachers and to reveal the effect of distance education on mathematics teaching during the COVID-19 pandemic period. For this purpose, which is one of the effective elements of the instructional activities of classroom teachers self efficacy beliefs as a process, levels and special COVID-19 pandemic period for the teaching of mathematics in distance education with a holistic perspective that views are discussed. It is thought that the research may contribute to mathematics teaching at these points. In the research, an explanatory sequential pattern was used from mixed research methods; the quantitative dimension was carried out in the screening model and the qualitative dimension was carried out in the case study pattern. The study group of the research consists of classroom teachers working in schools affiliated to the Afyonkarahisar Directorate of National Education in the 2021-2022 academic year. Accordingly, the quantitative study group consists of 580 classroom teachers determined using the simple random sampling method, while the qualitative study group consists of 104 classroom teachers determined using the maximum variety of purposeful sampling methods. The quantitative data of the research were obtained by using the "Mathematics Teaching Self-Efficacy Belief Scale" adapted to Turkish by Hacıömeroğlu and Şahin-Taşkın (2010). The qualitative data were collected with the open-ended questionnaire developed by the researcher. In the analysis of quantitative data; descriptive statistics, t-test and ANOVA test were applied. In addition, the Tukey HSD test, one of the Post-Hoc tests, was applied to determine the source of the difference at the end of the ANOVA. Content analysis method was used in the analysis of qualitative data. According to the results obtained from quantitative data in the research, it has been determined that the self-efficacy belief levels of classroom teachers in mathematics teaching are high. The classroom teacher of mathematics teaching self-efficacy beliefs, gender, educational status, occupational tenure and taught the class-level variables does not differ in terms of the post variable has been found to differ in terms of teachers in the province in favour of. The results from the qualitative data, according to his revealed inefficiencies of teachers of distance education more emphasis, distance education, self-sufficiency that they had difficulty in achieving the courses at the beginning of a math class where it exists, it is found that at the beginning of this class and objects in geometric shapes. It has been observed that distance education mathematics teaching contributes to classroom teachers' self-efficacy in using materials in general, while they maintain traditional approaches in the use of methods and techniques. It has been observed that classroom teachers make little contribution to distance education mathematics teaching, and face more problems in distance education mathematics teaching. However, it has been determined that classroom teachers produce various solutions to the problems they encounter in distance education mathematics teaching. Finally, it has been determined that distance education contributes to the mathematics teaching self-efficacy of classroom teachers in general. Keywords: Covid-19 pandemic, distance education, classroom teachers, mathematics teaching, self-efficacy beliefs.