Exploring the Relationship Between Preschool Teachers’ Pedagogical Content Knowledge and Their Self-Efficacy Beliefs in Mathematics Education

Abstract

This study was conducted to explore preschool teachers’ pedagogical content knowledge (PCK) and their self-efficacy in mathematics education across various factors and to determine the relationship between these two variables. The sample consists of 202 preschool teachers. Data were collected using the ‘Preschool Teachers’ Pedagogical Content Knowledge Scale regarding Mathematics’ and the ‘Preschool Teachers’ Self-Efficacy Scale for Preschool Mathematics Education.’ The results indicated that a majority of teachers had low or below-average levels of PCK in mathematics. When examining the levels of self-efficacy, teachers were identified to have high self-efficacy levels for both preparing and implementing mathematical activities. A positive but weak relationship was noted between the level of PCK in mathematics and self-efficacy levels for preparing and implementing mathematics activities. Considering the impact of mathematics education provided during early childhood on academic skills in later years, the importance of teachers’ mathematics-related practices, their pedagogical content knowledge, self-efficacy becomes evident.

Keywords

preschool education mathematics education pedagogical content knowledge in mathematics self-efficacy for mathematics education

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