Investigation of the relationship between mathematics teachers' professional qualifications to follow mathematics teaching with qualification beliefs

In this study, the relationship between mathematics teaching efficiency beliefs of mathematics teachers and their professional competencies towards inclusive education was examined. How the scores of primary school mathematics teachers from the scales differ according to different demographic characteristics were undertaken according to the sub-dimensions of the scales. The participants of the study consisted of 297 primary school mathematics teachers working in any region of Turkey in the 1st term of the 2022-2023 academic year. In this study, "Mathematics Teaching Proficiency Belief Scale" ,developed by Enocs et al. (2000) and was adapted to Turkish by Hacıömeroğlu (2010), and "Professional Competency Development Scale for Inclusive Education" that was developed by Karaca (2018) was used. In the analysis of the data, the skewness-kurtosis coefficients were controlled, whether the dependent variables differed according to the independent variables was examined with the t-test for independent groups, and the relationship between the variables was examined with the Pearson product moment correlation coefficient. According to the results obtained from the research, while the scores obtained by the mathematics teachers from the mathematics teaching efficiency belief scale did not reveal a significant difference with the variable of tenure; there were significant differences in some sub-dimensions of gender, working region, having inclusive students and receiving education related to inclusiveness. While it was seen that the scores obtained from the professional competence scale for inclusion did not make a significant difference according to the variables of gender and tenure; It was observed that there was a significant difference in the sub-dimensions of the region of study, having inclusive students and receiving education related to inclusiveness. In conclusion; It has been observed that there is a low-level positive relationship between the mathematics teaching efficiency beliefs of mathematics teachers and their professional competencies for inclusion. Keywords: Math education, inclusive education, self-efficacy, efficacy belief.