Abstract
Teacher efficacy can be defined as teachers’ beliefs in their abilities to organize and execute courses of action necessary to bring about desired results. Although beliefs and content knowledge, especially teaching mathematics efficacy beliefs are important factors in teacher training. This research aims to determine preschool teachers’ efficacy beliefs concerning mathematics teaching using the Mathematics Teaching Efficacy Belief Instrument (MTEBI) developed by Enochs et al. (2000) and adapted to Turkish by Takunyaci & Aydin (2013). Findings indicated that teachers have low efficacy beliefs on teaching mathematics and most of the subject strongly agreed that they would generally teach mathematics ineffectively. Also, there was a significant difference amongst teachers’ efficacy beliefs on teaching mathematics and their years of experience in favor of preschool teachers who have 13 and more years experience in teaching.
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