Abstract:

The aim of this study is to examine the self-efficacy and collective self-efficacy beliefs of mathematics teachers according to gender, professional experience, education level, the faculty they graduated from and the type of institution they work in. The relationship between self-efficacy and collective self-efficacy belief was also examined in the study. The sample of the study consists of 246 mathematics teachers. “Personal Information Form”, “Teacher Self-Efficacy Scale and Collective Self-Efficacy Scale” were used as data collection tools. Descriptive statistics, independent groups t-test and correlation analysis methods, Mann-Whitney U, and Kruskal Wallis tests were used in the analysis of the data. While self-efficacy beliefs do not differ according to gender, education level, type of faculty graduated and type of institution, they show a significant difference according to professional experience. While collective self-efficacy beliefs do not differ according to gender, education level, professional experience and the type of faculty graduated, they show a significant difference according to the type of institution. In addition, a low-level positive relationship was found between collective self-efficacy belief and self-efficacy belief. In line with the findings of mathematic teachers, who have long professional experience and considered as role models, should guide teachers with less professional experience.

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