Comparison of Problem-Posing Self-Efficacy Beliefs among Mathematics Teachers in Science and Art Centres (SAC) and State Schools

Abstract

The aim of this study is to compare the self-efficacy beliefs in problem posing of middle school mathematics teachers in Science and Art Centres and state schools. A descriptive research model was employed. The study was conducted with 187 teachers and “Teachers’ Problem Posing Self-Efficacy Beliefs Inventory” (TPPBEI) was used. In the study, it was observed that the problem posing self-efficacy beliefs of middle school mathematics teachers in both groups were high, and there was a statistically significant difference between the two groups, favoring the teachers working in SAC.