Mathematics self efficacy of classroom teachers and their self efficacy perceptions towards differentiated instruction

This study aims to examine the relationship between primary school teachers' self-efficacy perceptions regarding mathematics instruction and their self-efficacy levels toward differentiated instruction. Conducted with a quantitative research design, the study collected data from 216 primary school teachers working across Türkiye during the 2024–2025 academic year. Data were gathered through a Personal Information Form, the Mathematics Self-Efficacy Scale, and the Differentiated Instruction Self-Efficacy Scale, and analyzed using descriptive statistics, ANOVA, and correlation techniques. The findings indicate that teachers' mathematics self-efficacy and differentiated instruction self-efficacy levels are at a moderate to high level. Teaching experience was found to significantly affect mathematics self-efficacy, while teachers who had received training on differentiated instruction demonstrated higher self-efficacy in this area. The most notable finding is the positive and moderate correlation between mathematics self-efficacy and differentiated instruction self-efficacy, suggesting that teachers who feel competent in mathematics are more likely to adopt flexible, learner-centered, and individualized instructional approaches in their classrooms. Based on the results, it is recommended that professional development programs focusing on applied mathematics pedagogy and differentiated instruction be strengthened and made more accessible for teachers