الكفاءة الذاتية لدى معلمات الرياضيات و علاقتها ببعض المتغيرات الأخرى

Abstract EN

The study aimed at detecting the level of the teachers' self-effcacy from their viewpoints.

The researcher followed the descriptive approach, and the study sample consisted of 246 intermediate and secondary mathematics teachers in Riyadh.

A measure of self-effcacy was prepared and its validity and reliability were ensured.

Results of the study showed the increase in the level of intermediate and secondary mathematics teachers.

The level of teachers' self-effcacy was very high in the classroom management, followed by the study strategies, and students' activation.

There were no statistically signifcant differences at the signifcance level (α=0.05( between the average responses of the intermediate and secondary teachers on the self-effcacy scale.

There were also no statistically signifcant differences at the signifcance level )α=0.05( between the average responses of the study sample with reference to the variable of the number of years of experience.