The Explaining of the Causal Model of the Effect of Teacher Self-Efficacy Beliefs on their Concerns about the Implementation of Curriculum Modifications in Mathematical Education in the Area of Problem Solving.

The present study attempts to investigate the explanation of the causal model of the effect of teacher self-efficacy beliefs on their concerns about the implementation of mathematical curriculum reform, since teachers are members of the curriculum , their identification for the growth, flourishing and dynamism of the curriculum is an undeniable necessity .
The statistical population of the study consisted of all 7th grade math teachers (145 teachers)in Boyerahmad and Dena cities of whom 121 teachers participated in this study. This research is applied in terms of purpose and in terms of method is a correlation method . In this research, the researcher has used the questionnaire of the effect of teacher self-efficacy beliefs on their concerns. To analyze the data, inferential statistics methods such as normal, correlation, path analysis, and SPSS 18 and AMOS-18 software have been used. . The results of the research showed that teachers' concerns in each stage were influenced by their concerns in the previous stages, and teachers who focused on the effectiveness of pre-reform methods had more concerns about knowledge, management, consequences and They focused on curriculum reform. Also, teachers who felt less self-efficacy in post-correction methods had fewer concerns about managing change, the consequences, and re-focusing.