Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement

Abstract

This study sought to explore the relationship between pre-service teachers’ perceived self-efficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers’ self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.