INVESTIGATION OF THE TEACHER SELF-EFFICACY BELIEFS OF MATH TEACHERS

Abstract

This study aimed to investigate the teacher self-efficacy beliefs of math teachers in terms of certain variables such as gender, seniority, the program they graduated from, the level of school they are working at. The survey and causal-comparative research methods were used in this study. The sample of the study comprised a total of 158 math teachers. We used Teacher' Sense of Efficacy Scale in the study to collect the data. The data were analyzed using descriptive statistics, independent samples t-test and ANOVA. As a result of data analysis, the teacher self-efficacy belief levels of math teachers, in general, was found to be "quite efficient", but this level was "slightly efficient" in the self-efficacy sub-factor for student engagement. Some statistically significant differences were found between teacher self-efficacy beliefs of math teachers in general and among each sub-factor of the scale in terms of gender. On the other hand, the difference between math teachers' self-efficacy beliefs was also statistically significant in terms of seniority. However, no significant difference was detected between the self-efficacy beliefs of teachers in terms of the level of school they are working at and the program they graduated from.