Teacher Self-Efficacy of Prospective Mathematics Teachers, Professional Competence and Career Choice
DOI:
https://doi.org/10.55707/ds-po.v38i2.99Keywords:
teacher self-efficacy, acquiring professional competence, professional career, prospective mathematics teachersAbstract
Based on the theory of self-efficacy and the definition of teacher self-efficacy, a quantitative empirical study was conducted with 83 prospective mathematics teachers from the Faculty of Education, University of Ljubljana. The purpose of the study was to investigate perceptions of teacher self-efficacy and to examine the relationship between self-efficacy, perceptions of opportunities to acquire professional skills during studies and intentions to pursue a professional career. Participants expressed moderate to high levels of teacher self-efficacy, and the sense of teacher self-efficacy was statistically significantly positively related to the perception of opportunities to acquire professional competence during their studies. In addition, there were statistically and practically significant differences in the perceived teacher self-efficacy between students aspiring to careers as mathematics teachers and students aspiring to careers unrelated to teaching. The former rated their teacher self-efficacy higher on average. In response to the findings, the authors of the paper make suggestions for increasing the prospective teachers’ self-efficacy and improving the quality of teacher education.
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Copyright (c) 2023 Zupančič Monika, Adrijana Mastnak, Mojca Juriševič
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