Special education preservice teachers' mathematics teaching self-efficacy beliefs

Abstract

Self-efficacy belief in mathematics teaching is important for special education teachers to manage classroom practices and ensure disabled students' success. This study examines the level and predictors of mathematics teaching self-efficacy beliefs among 156 preservice teachers enrolled in the Special Education Department of a private university in Northern Cyprus. Using the Mathematics Teaching Self-Efficiency Scale (MTSE) as a data collection instrument, the study shows that preservice teachers possessed an adequate level of mathematics teaching self-efficacy beliefs. Multiple regression analysis indicates that taking a course on Mathematics Teaching in Special Education and having experience in mathematics teaching were significant predictors of the mathematics teaching self-efficacy beliefs.