The relationship between mathematics teachers' job satisfaction and their self-efficacy beliefs levels

The purpose of this research is to determine the relationship between the professional satisfaction levels and self-efficacy beliefs of mathematics teachers by examining them in terms of various variables. The universe of the research is middle school and high school mathematics teachers working in public schools in Esenler, Bağcılar and Güngören districts of Istanbul province in the 2023-2024 academic year. The sample of the research consists of 24 schools selected with the stratified sampling method, eight schools from each district. The research is a quantitative study and the relational screening model is based. The "Personal Information Form" was used to collect personal information of teachers in the research. The self-efficacy belief levels of mathematics teachers were determined with the "Teacher Self-Efficacy Scale" and their mathematics teaching self-efficacy was determined with the "Mathematics Teaching Efficacy Belief Scale". Their professional satisfaction was determined with the "Professional Satisfaction Scale". T-Test, Kruskal-Wallis H Test and Pearson Correlation Coefficient were used in the analysis of the research. As a result of the research, it was found that the self-efficacy beliefs of mathematics teachers did not create a significant difference according to the variables of gender, seniority, education status, faculty graduated from and level taught. It was found that the mathematics teaching self-efficacy beliefs did not show a significant difference according to the variables of gender, seniority, faculty graduated from and level taught, but there was a significant difference according to the educational status variable. It was determined that their professional satisfaction did not show a significant difference according to the variables of gender, seniority, education status, faculty graduated from and level taught. In addition, a moderately positive and significant relationship was found between the self-efficacy beliefs of mathematics teachers and their professional satisfaction levels.