Investigation of Mathematics Teachers' Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process

Artigo2021

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Resumo

Teachers' beliefs about teaching mathematics have a great influence on students' success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers' beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers' efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyaci and Aydin (2013) was used. The first finding of our study is mathematics teachers' beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers' efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.

Dados da obra

Tipo: Artigo
Periódico: Education Quarterly Reviews
Ano: 2021
Idioma: en
Palavras-chave: Mathematics Teachers; Self Efficacy; Mathematics Instruction; COVID-19; Pandemics; Teacher Effectiveness; Teacher Attitudes; Beliefs; Foreign Countries; Gender Differences; Differences; Institutional Characteristics; Secondary School Teachers
ISSN: 2657-215X
Acesso: Download disponível
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
TAKUNYACI, Mithat. Investigation of Mathematics Teachers' Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process. Education Quarterly Reviews, 2021. Disponível em: https://eric.ed.gov/?id=EJ1301041. Acesso em: 5 nov. 2026.

APA

Takunyaci, M. (2021). Investigation of Mathematics Teachers' Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process. Education Quarterly Reviews. https://eric.ed.gov/?id=EJ1301041

BibTeX

@article{takunyaci2021,
  author = {Takunyaci, Mithat},
  title = {Investigation of Mathematics Teachers' Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process},
  year = {2021},
  journal = {Education Quarterly Reviews},
  url = {https://eric.ed.gov/?id=EJ1301041},
  language = {en}
}

RIS

TY  - JOUR
AU  - Takunyaci, Mithat
TI  - Investigation of Mathematics Teachers' Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process
PY  - 2021
JO  - Education Quarterly Reviews
UR  - https://eric.ed.gov/?id=EJ1301041
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS