Pre-service teachers’ self-efficacy in teaching mathematics at senior primary phase

Abstract

This chapter investigates the self-efficacy levels of pre-service mathematics teachers at the senior primary phase within a Namibian teacher education context. Employing a quantitative research approach with a descriptive design, the study examined the confidence levels of 27 randomly selected third- and fourth-year pre-service teachers from one campus of the University of Namibia. Data were collected using a closed-ended questionnaire with Likert scale items adapted from the Fennema-Sherman scales, focusing on self-efficacy attributes. The findings revealed that while most pre-service teachers expressed confidence in designing effective lesson plans, using technology, and managing classrooms, notable challenges persisted. These included limited access to teaching aids, learner misconceptions, and difficulties in time management. Self-efficacy was found to be significantly influenced by content knowledge, pedagogical strategies, classroom management skills, mentorship, and observational learning. The study highlights the importance of robust teacher training programmes that integrate technology, mentorship, and practical teaching experiences. Recommendations include expanding micro-teaching opportunities, providing access to teaching resources, and exploring the role of demographic factors in shaping teacher self-efficacy. The findings aim to inform teacher education programmes and contribute to the preparation of confident and competent mathematics educators.