Çallı, Ezgi2016-04-182016-04-182015-052015-0504-06-2015http://hdl.handle.net/11693/28935Cataloged from PDF version of article.Includes bibliographical references (pages 72-89).The purpose of this study was to investigate the mathematical knowledge for teaching and self-efficacy levels of middle school mathematics teachers in Turkey. The sample consisted of 42 teachers, working at 15 randomly-selected schools in the Çankaya district of Ankara. Data were collected by using the number concepts and operations scale and the mathematics teaching efficacy beliefs instrument. A multivariate analysis of variance was conducted, where the independent variables were age (novice or senior) and certification type (faculty of education or alternatively certified). The analysis revealed that there was 0.84 standard deviations difference between the mean self-efficacy levels of novice and senior teachers. No statistically significant difference was observed between the self-efficacy beliefs and mathematical knowledge of teachers with respect to their types of certification. Results were discussed in terms of subject-specific competencies for teaching, reform-oriented efforts in teacher education and recruitment, and quality of professional development for teachers.x, 101 leaves, graphics.Englishinfo:eu-repo/semantics/openAccessMathematical knowledge for teachingself-efficacyNumber concepts and operationsMiddle schoolThesisB150303