Özet:

The aim of this study is to examine mathematics teachers’ self-efficacy perceptions towards mathematics in predicting mathematics teaching efficacy beliefs. The sample of the study consists of 279 mathematics teachers who have been teaching mathematics in secondary and high schools in the 2019-2020 academic year. In this study, the data were collected using the Mathematics Teaching Efficacy Belief Scale and the Self-Efficacy Perception Scale towards Mathematics. Pearson’s correlation coefficients were calculated to determine the level of relationship between mathematics teachers’ mathematics teaching efficacy beliefs and self-efficacy perceptions towards mathematics. In addition, multiple regression analysis was conducted to examine mathematics teachers’ self-efficacy perceptions towards mathematics in predicting mathematics teaching efficacy beliefs. Findings obtained from the regression analysis show that there is a statistically significant positive relationship between mathematics teachers’ teaching efficacy beliefs and self-efficacy perceptions of mathematics. Another finding is that mathematics self-perception, awareness of mathematics behavior, and self-efficacy perceptions of transforming mathematics into life skills have an important role in mathematics teachers' self-efficacy perceptions towards mathematics in predicting mathematics teaching efficacy beliefs.

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