The relationship between primary school teachers' selfefficacy beliefs in mathematical literacy and their levels of mathematics teaching

The aim of this study is to examine the relationship between primary school teachers' self-efficacy beliefs in mathematical literacy and their levels of mathematics teaching. The mathematics performance of Turkey was analyzed based on the results of international exams such as PISA, TIMSS, and PIRLS. A correlational survey model, one of the quantitative research methods, was used in this study. The study group was determined using the cluster sampling method and consisted of a total of 300 teachers: 157 women and 143 men. Most of the teachers worked in state schools in İnegöl, with a smaller portion working in various other locations. To collect data, the "Mathematical Literacy Self-Efficacy Beliefs Scale" developed by Özgen and Bindak (2008) and the "Mathematics Teaching Anxiety Scale" developed by Peker (2006) were used. The scales utilized in the study were examined in terms of various variables. For data analysis, Pearson correlation analysis was conducted to investigate the relationship between the teachers' self-efficacy beliefs in mathematical literacy and their mathematics teaching anxiety levels. The study found that as primary school teachers' self-efficacy beliefs in mathematical literacy increased, their mathematics teaching anxiety decreased. Furthermore, it was observed that teachers' mathematics teaching anxiety decreased with increased seniority and professional experience.