Investigation of mathematics teachers' 'efficacy on mathematics and self-efficacy in mathematics teaching

In this study, it was aimed to determine the self-efficacy beliefs of mathematics teachers against mathematics teaching and mathematics, to reveal the relationship between them and to examine whether they differ according to some variables (gender, seniority, age, education level and the level of education they serve.) This research was carried out with the participation of 279 mathematics teachers working in the academic year 2019-2020. "Self-efficacy Perception Scale Against Mathematics" developed by Umay (2001) as a measurement tool and Takunyacı and Aydın (2013) developed by Enochs et al. (2000) "Mathematics Teaching Proficiency Belief Scale" adapted to Turkish was used. According to the results of the research, it has been found that mathematics teachers have moderate mathematics teaching competence beliefs and self-efficacy perceptions towards mathematics. There was no significant difference in the competence beliefs of mathematics teaching according to gender, age, seniority and education level. In addition, it was revealed that the expectations of achievement in mathematics teaching were significantly higher than the teachers whose education level was undergraduate, compared to the teachers whose education level was master's and doctorate. It was determined that there was no significant difference in self-efficacy against mathematics according to school level and educational status, and mathematics self-perceptions of male teachers were higher than female teachers. According to the other age groups of teachers between the ages of 21-30; Self-efficacy beliefs towards mathematics were found to be lower than that of teachers who have seniority between 0-5 years and 16 years or more. Finally, it was seen that the self-efficacy perceptions of mathematics teachers against mathematics predict their mathematics teaching competency beliefs.