SELF-EFFICACY PERCEPTIONS OF ELEMENTARY MATHEMATICS TEACHER CANDIDATES REGARDING DIFFERENTIATED INSTRUCTION

Abstract

The aim of this study is to examine the self-efficacy perceptions of pre-service elementary mathematics teachers regarding differentiated instruction. The research was designed within the framework of the survey model, one of the quantitative research methods. The study sample consisted of 209 pre-service mathematics teachers enrolled in an undergraduate elementary mathematics teacher education program at a public university in Turkey. Data were collected through the “Differentiated Instruction Self-Efficacy Scale,” which has established validity and reliability in the literature, along with a demographic information form. The findings revealed that pre-service teachers generally had moderate-to-high levels of self-efficacy regarding differentiated instruction. While no statistically significant differences were found based on gender, significant differences emerged in relation to the year of study. In particular, fourth-year pre-service teachers demonstrated higher levels of self-efficacy in the dimensions of planning, implementation, and assessment. This suggests that as teacher candidates gain more professional experience and opportunities to engage in instructional practice, their perceived competence in differentiated instruction tends to increase. The results highlight the importance of integrating applied experiences related to differentiated instruction into teacher education programs, particularly during the early stages of professional training.