ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1536429
Mathematics teachers' career length and teaching self-efficacy
Provisionally accepted
- 1Vytautas Magnus University, Kaunas, Lithuania
- 2University of Turku, Turku, Southwest Finland, Finland
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
The influence of teachers' self-efficacy on the effectiveness of teaching is well documented in educational research. The aim of this study was to investigate the construct of self-efficacy in mathematics teachers. The sample consisted of 222 Lithuanian pre-service teachers who were divided into four groups according to their length of teaching experience. Using a confirmatory factor analysis, the study identified different but highly correlated dimensions of teacher selfefficacy, in particular knowledge, recognition and (use of) methods. The results showed significant differences in general teacher self-efficacy and in the specific subscales according to career stage. Teachers at the beginning of their career or still in training (with less than one year of experience) generally reported lower levels of self-efficacy than more experienced groups; however, this difference was not statistically significant within the knowledge self-efficacy category. In addition, teachers with more than 30 years of experience reported lower levels of self-efficacy than teachers with 1 to 29 years of teaching experience.
Keywords: Mathematics, Teaching self-efficacy, Preservice teachers, in-service teachers, Lithuania
Received: 28 Nov 2024; Accepted: 02 May 2025.
Copyright: © 2025 Grigaliūnienė and Lehtinen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Monika Grigaliūnienė, Vytautas Magnus University, Kaunas, Lithuania
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.