Validating Mathematics Teaching Efficacy Beliefs Instrument among Pre-Service Teachers in Primary Schools

The purpose of this study was validating the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) in pre-service teachers in primary schools. The population of this research included all college students in the field of primary education in South Khorasan province (N=186). To study reliability and validity of the questionnaire, 140 pre-service teachers were chosen by cluster sampling method from Teaching Training Center of Birjand. Then, Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) was administered. The instrument validity was measured using factor analysis methods and Cronbach's alpha was used to evaluate the reliability. The results of factor analysis showed that this questionnaire include two fundamental underlying factors  since all the items were loaded under two factors which are self-efficacy and expected results of teaching. The results also showed that the reliability of MTEBI was in acceptable level with the overall reliability index of 0.73 and the reliability index of self-efficacy subscales as 0.80, and the reliability index of the expected results of teaching mathematics as 0.66.