Abstract:

Purpose of this study is to examine elementary preservice teachers’ efficacy beliefs regarding mathematics teaching and their beliefs about classroom management using different variables. Data were collected using Mathematics Teaching Efficacy Beliefs Instrument and The Attitudes and Beliefs on Classroom Control Inventory from 317 elementary preservice teachers. Samples involve 89 male and 228 female preservice teachers. In this study, 181 third and 136 forth year preservice teachers participated. Results of the study revealed that elementary preservice teacher’s efficacy beliefs regarding mathematics teaching for personal efficacy was low in comparison to their efficacy beliefs about teacher’s role in effective teaching and performance about teaching. Regarding their beliefs about classroom management, preservice teachers were interventionist on the instructional management and non- interventionist on the people management

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