ŞAHİN, Ömer Amasya Üniversitesi - Eğitim Fakültesi - İlköğretim Matematik Öğretmenliği ABD, Turkey , GÖKKURT, Burçin Atatürk Üniversitesi - Kazım Karabekir Eğitim Fakültesi - İlköğretim Matematik Öğretmenliği ABD, Türkiye , SOYLU, Yasin Atatürk Üniversitesi - Kazım Karabekir Eğitim Fakültesi - İlköğretim Matematik Öğretmenliği ABD, Türkiye

A Comparison of Teachers’ and Preservice Teachers’ Self-Efficacy Beliefs Regarding Mathematics Instruction

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Teacher self-efficacy, that is to say, self-efficacy belief regarding instruction is defined as “teachers’ self-confidence in performing instruction activities in an effective way and enabling students to reach success”. Therefore, selfefficacy beliefs of teachers constitute an important factor that affects students’ learning. In this regard, the aim of this research is to determine the levels of self-efficacy beliefs of teachers and preservice teachers, who are closely related with mathematics instruction activities, regarding mathematics instruction, and to compare their self-efficacy beliefs with each other. Comparative research design, which is among non-experimental research methods, was used in this research in order to compare the levels of self-efficacy beliefs of teachers and preservice teachers who are include in the sample. Descriptive statistics were used in analyzing the data that were obtained from the research whereas independent t-test was used in order to compare the averages of independent groups. Consequently, the levels of self-efficacy beliefs of teachers and preservice teachers were found high. However, no statistically significant difference was found among any groups. In other words, self-efficacy beliefs regarding mathematics did not exhibit a statistically significant difference in terms of variables of occupational experience and field of study.

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mathematics education , preservice teachers , self , efficacy beliefs regarding mathematics instruction

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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