Attitudes and self-efficacy perceptions of pre-service middle school mathematics teachers toward the integration of environmental and mathematics education

This study was conducted to determine the validity and reliability of scales developed for the integration of environmental and mathematics education among pre-service middle school mathematics teachers, to assess the level of their attitudes and self-efficacy perceptions, and to examine whether these perceptions differ by gender. The sample of the study consisted of 466 third- and fourth-year pre-service middle school mathematics teachers studying at ten public and private universities in the Mediterranean, Central Anatolia, and Marmara regions of Türkiye. A cross-sectional and causal-comparative research design was employed in line with the study objectives. Within the scope of the study, the "Environmental and Mathematics Education Integration Attitude Scale" (ÇEMETÖ) and the "Environmental and Mathematics Education Integration Self-Efficacy Scale" (ÇEMEÖYÖ) were developed. To determine their validity and reliability, exploratory factor analysis was first conducted, followed by confirmatory factor analysis to test model fit. The analyses revealed that both scales are valid and reliable measurement tools. Descriptive analysis was used to determine pre-service teachers' attitudes and self-efficacy perceptions. The results indicated that pre-service middle school mathematics teachers hold positive attitudes and adequate competencies regarding the integration of environmental and mathematics education. Finally, an independent samples t-test was conducted to examine whether these attitudes and self-efficacy perceptions differed by gender. The findings showed that female pre-service middle school mathematics teachers had significantly higher attitude and self-efficacy perception levels compared to their male counterparts. Based on these results, several recommendations were made to enhance pre-service middle school mathematics teachers' attitudes and self-efficacy perceptions toward the integration of environmental and mathematics education.