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Self-efficacy is defined by many researchers and according to that there can be found various self-efficacy definitions in the literature. But it is common that the term ‘self-efficacy’ has strong link with Bandura and his Social Learning Theory. Bandura (1997) defined self-efficacy as “beliefs in one’s capability to organize and execute the courses of action required producing given attainments” (p.3).

Teachers’ self-efficacy is found as an important factor that has effects on their teaching process and also their students’ learning outcomes. Researchers have defined teacher’s self-efficacy in different ways. Teachers’ self-efficacy was mentioned by Tschannen-Moran and Woolfolk Hoy and Hoy (1998) as “the teacher’s belief in his or her capability to organize and execute course of action required to successfully accomplishing a specific teaching task in a particular context” (p.22). Bandura (1977) stated that teachers’ way of planning tasks in their classrooms and their assessment ways of students’ achievement related to those tasks are influenced by their instructional self-efficacy beliefs. Also, some other researchers like Hoy and Woolfolk, (1990), concluded that teachers’ self-efficacy has influence on students’ attitudes and motivation towards school in general and also courses that they took at school.

Bandura (1977) stated that although it is difficult to separate teachers self efficacy in specific fields, self-efficacy can be considered to a subject-specific concept. He stated that measuring teachers’ self efficacy in general is much more easier but it does not mean that if they have high self efficacy beliefs in general teaching scale, they would have high self efficacy related to subject specific contents in teaching. According to teachers’ self efficacy belief related with a subject specific concept, general self efficacy scales for teachers are not enough for measuring their self efficacy towards teaching a subject specific content. When the primary school education curriculum in Turkey is considered, it is seen that primary school teachers should deal with more than one subject specific concepts like mathematics teaching, literacy teaching, science teaching and social studies teaching in primary school level. And although these subjects have similar characteristics and general teaching principles, there are lots of differences between them. Some of them use more visual teaching materials (mathematics) while some of them use experiments (science). Also while social studies are based on more ethics, cultural issues in community, values teaching; literacy teaching uses more verbal teaching methods. As a result there is a need for subject specific self efficacy scales for different fields and mathematics teaching is one of them. There are several studies about pre service teachers’ lack of knowledge about mathematics teaching resulted as insufficient teaching processes in their classrooms and this situation affects students learning outcomes also (Palmer, 2006; Young & Kellogg, 1993). However pre service teachers’ weak mathematics teaching background may not just coming from their lack of knowledge but also their low level self efficacy beliefs. It is mentioned above that self efficacy effects teachers’ motivation to their teaching field and their happiness in their classrooms. Thus, it can be mentioned that pre service teachers’ mathematics teaching efficacy is highly important and can be related with their mathematics teaching performances in the future. Therefore, it is found significant to develop a scale for them related with their self efficacies’ about mathematics teaching. For the reasons mentioned above, the aim of this study is to develop a valid and reliable scale for pre service primary school teachers about their mathematics teaching self efficacy.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. Hoy, W. K. & Woolfolk, A. E. (1990). Organizational socialization of student teachers. American Educational Research Journal, 27, 279-300. Palmer, D. H. (2006). Durability of changes in self-efficacy of pre service primary teachers. International Journal of Science Education, 28, 655–71. Young, B. J., & Kellogg, T. (1993). Science attitudes and preparation of pre-service elementary teachers. Science Education, 77, 279–291.