Mathematics Teachers' Self-Efficacy and its Relationship to Other Variables

Abstract

The study aimed at detecting the level of the teachers' self-efficacy from their viewpoints. The researcher followed the descriptive approach, and the study sample consisted of 246 intermediate and secondary mathematics teachers in Riyadh. A measure of self-efficacy was prepared and its validity and reliability were ensured. Results of the study showed the increase in the level of intermediate and secondary mathematics teachers. The level of teachers' self-efficacy was very high in the classroom management, followed by the study strategies, and students' activation. There were no statistically significant differences at the significance level (α=0.05( between the average responses of the intermediate and secondary teachers on the self-efficacy scale. There were also no statistically significant differences at the significance level )α=0.05( between the average responses of the study sample with reference to the variable of the number of years of experience.