Abstract
This study aims to investigate the mathematics backgrounds and mathematics self-efficacy perceptions of pre-service elementary school teachers. It explores the existence of a link between the pre-service elementary school teachers’ years of university education and their mathematics self-efficacy. Finally, the study seeks to reveal the links between the pre-service elementary school teachers’ mathematics self-efficacy and other variables concerning their mathematics backgrounds. The study employed a survey method. The sample consisted of 209 pre-service teachers (66 male and 143 female). The study found that the mathematics self-efficacy perceptions of pre-service teachers do not change as they progress towards their university degree. However, variables concerning the mathematics backgrounds of the pre-service elementary school teachers affect their perceptions of mathematics self-efficacy. Therefore, individuals who intend to become teachers can be expected to perform better in their teaching practices if they have a high level of mathematics self-efficacy prior to commencing elementary school teacher education.
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