An investiation of the relationship between prospective elementary mathematics teachers' mathematical mindsets and their mathematics teaching self-efficacy beliefs

This study aims to examine the relationship between the mathematical mindsets and mathematics teaching self-efficacy beliefs of prospective elementary mathematics teachers. Accordingly, the study group consists of 562 (425 female, 137 male) prospective elementary mathematics teachers enrolled at universities during the 2024–2025 academic year. The research is based on a quantitative method, specifically the relational survey model. For data collection, the Mathematical Mindset Scale developed by Kunz (2020), consisting of a 6-point Likert-type scale, was adapted into Turkish and used to measure the participants' mathematical mindsets. To assess their mathematics teaching self-efficacy beliefs, the Self-Efficacy Beliefs Scale, originally developed by Enochs et al. (2000) and adapted into Turkish by Hacıömeroğlu and Taşkın (2010), which consists of a 5-point Likert-type scale, was employed. Based on the collected data, participants' scores on mathematical mindset and self-efficacy beliefs were first examined individually, followed by an analysis of the relationship between the two variables. Additionally, differences in mindset and self-efficacy scores were analyzed based on gender and year of study. Findings obtained through descriptive analysis revealed that the majority of prospective teachers demonstrated a growth mindset orientation and held positive perceptions regarding both their own capabilities and the instructional process in terms of self-efficacy beliefs. These results suggest that teacher education programs should focus not only on the development of pedagogical knowledge and skills but also on fostering the cognitive belief systems of teacher candidates. The findings align with Dweck's (2006) mindset theory, supporting the idea that a growth mindset positively contributes to learning and teaching processes. In this context, it is recommended that teacher education programs include activities aimed at shaping thought patterns alongside academic content.