Abstract


EXAMINING PROSPECTIVE PRIMARY SCHOOL TEACHERS’ SELF-EFFICACY BELIEFS TOWARD MATHEMATICS TEACHING
The purpose of this research is to examine prospective primary school teachers’ self-efficacy beliefs toward mathematics teaching according to some variables and to determine whether or not there is a significant relationship between their self-efficacy beliefs toward mathematics teaching and their mathematics anxiety. The data of this study were gathered by “Self-Efficacy Beliefs toward Mathematics Teaching Scale (SBTMTS)” and “Mathematics Anxiety Scale (MAS)”. Survey method was taken as basis in the research. The study was conducted with 216 prospective teachers studying at the department of primary school education in a university. Quantitative techniques were used to gather, analyze and interpret the data.When the data have been analyzed, it has been observed that their self-efficacy beliefs toward mathematics teaching are at a mid-level. It has been determined that there is no significant difference of their self-efficacy beliefs toward mathematics teaching according to their genders, high school which they graduated from and their class-level. Furthermore, it has been determined that there is no significant relationship among self-efficacy beliefs of prospective primary school teachers toward mathematics teaching, their mathematics anxiety and high-school degree. In addition, the results of the study have been discussed by comparing it with literature. Then, some suggestions have been presented for the researchers who are interested in self-efficacy beliefs toward mathematics teaching and mathematics anxiety.<

Keywords
Mathematics anxiety, self-efficacy, prospective primary school teacher