Analysis of Mathematics Teachers’ Self-Efficacy Levels Concerning the Teaching Process

Abstract

The purpose of this study is to identify mathematics teachers’ opinions on the teaching process self-efficacy levels; and to examine mathematics teachers’ teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of 328 mathematics teachers working in secondary and high schools. The “scale for teacher self-efficacy on the teaching process” developed by Korkmaz and Ünsal (2015) was used as the data collection instrument for the study. The scale consists of 23 items and four dimensions. These dimensions are  individual difference, planning, method and technique diversity and use of various activities. Arithmetic mean (  ), independent samples t-test and one-way variance analysis were conducted in analyzing the data. In addition, the Lsd test was conducted in cases where a difference was detected in the anova test so as to identify between which groups the difference occurred. According to the study results, it was observed that mathematics teachers stated opinions on having high self-efficacy beliefs concerning the teaching process, that these opinions differed based on the gender, year of service, level of school of profession variables and that these opinions did not differ based on the type of school of graduation, educational background and type of school variables. The results were compared with other study results and were discussed. Suggestions were made based on the results in the final section of the study.

Keywords: self-efficacy, teacher self-efficacy belief, teaching process