Self-Efficacy Perceptions of Special Education Teachers Regarding Teaching Mathematics

Abstract

The study was aimed developing a measuring tool intended for special education teacher on teaching maths self-efficacy perception. Then, it was investigated special education teachers' these perceived perception levels on significant kind of variables. For collecting data, the Scale for Self-Efficacy Perceptions of Special Education Teachers Regarding Mathematics Teaching (SSEP-SET-RMT) which was used, was found to have sufficient features in line with validity and reliability exploration. Within study, there were especially 464 special education teachers graduated related field working in Istanbul. It was detected that teachers had sufficient teaching maths self-efficacy perceptions and inspected perceptions varied by level of education of teachers significantly. But, teaching maths self-efficacy perceptions of teachers did not vary by gender, age, professional experience, and student's special education significantly. As education level increases, teachers' perceived selfefficacy perceptions increased. Because of teachers' perception towards their own teaching can form their current teaching, it can be recommended that practical and theoretical studies can made on this subject.