Abstract
The aim of this study was to investigate the academic self-efficacy perceptions of primary school mathematics teacher candidates according to different variables. For this purpose, the “Academic Self-Efficacy Scale”, which was developed by Jerusalem and Schwarz (1981) to measure the academic self-efficacy beliefs of mathematics teacher candidates, which was adapted to Turkish by Yılmaz, Gürçay and Ekici (2007) and validated by the reliability and validity scale, were used as data collection tools. The study was conducted in the fall semester of 2017-2018 academic year. The sample of the study consists of 157 teacher candidates studying at the 1st, 2nd, 3rd and 4th years of the Elementary Mathematics Teaching Program of the Faculty of Education at a state university. Independent sample t-test and ANOVA were used for the analysis of collected information. As a results of data analysis, student’s academic self efficacy perceptions were found generally high. In addition, it was concluded that the mean scores of academic self-efficacy perceptions of mathematics teachers did not show a statistically significant difference according to their gender and grade level, but there was a significant difference between the age, whether they willingly chose what they are studying or not and mathematics achievement groups.
Highlights
The most important element of the educational system is the teacher, and the success of the educational system depends mainly on the qualifications of teachers operating the system
The aim of this study is to examine the academic self-efficacy beliefs of mathematics teacher candidates according to their gender, grade, age, mathematics achievement level and whether they willingly chose this department
It was determined that the self-efficacy perceptions of mathematics teacher candidates correspond to “It reflects me” level according to the score range of the scale based on their academic self-efficacy perceptions
Summary
The most important element of the educational system is the teacher, and the success of the educational system depends mainly on the qualifications of teachers operating the system. Individuals with a high level of self-efficacy can be more comfortable and productive when faced with tasks that have a high level of difficulty Those who have low self-efficacy belief, on the other hand, believe that their task is even harder than it is in reality. This type of perception increases anxiety and stress, while narrowing the perspective that one needs to solve a problem in the best possible way. For this reason, self-efficacy belief strongly affects the level of individuals' success (Pajares, 2002; cited in, Üredi & Üredi, 2006)
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