Abstract
The aim of this study is to examine preschool teachers' views on mathematics self-efficacy, mathematics teaching self-efficacy, factors affecting efficacy, and their own mathematics proficiency levels in the context of mathematics efficacy. The study was conducted with 10 preschool teachers working in public schools in the Mediterranean Region of Turkey in the 2022-2023 academic year. In the study where the case study was adopted, the participants were teachers from different school types and with different professional experiences. The results of the study revealed that preschool teachers consider mathematics efficacy in the context of mathematics self-efficacy and mathematics teaching self-efficacy. However, they stated that internal and external factors are effective on mathematics efficacy. In addition, different parameters played a role in whether they found themselves competent in mathematics efficacy. Depending on the results of the study, various suggestions have been presented that will lead to research on mathematics efficacy.
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