Factors Influencing Preservice Teachers' Self-Efficacy in Teaching Mathematics During Professional Practice: An Explanatory Sequential Mixed-Methods Study

This explanatory sequential mixed-methods study aimed to determine the factors influencing primary preservice teachers’ self-efficacy in teaching mathematics during professional practice. Quantitative data were gathered through a structured survey administered to 104 participants, assessing six experiential dimensions: mastery experience, vicarious experiences, verbal and social persuasion, emotional and physiological states, cognitive self-modelling, and reflective practice. Results revealed that all six domains were rated as extensive, with verbal persuasion and cognitive self-modelling receiving the highest mean scores. Self-efficacy was also rated extensively across four indicators: confidence in delivery, perception of teacher success, satisfaction with teaching practices, and resilience and stress management. Correlation analysis indicated a strong and significant relationship between teaching mathematics during practicum and self-efficacy (r = .698, p < .001). Regression results identified mastery experience, emotional states, cognitive self-modelling, and reflective practice as significant predictors of self-efficacy. Thematic analysis from qualitative interviews supported these findings, emphasizing the transformative role of real classroom experience, mentorship, and reflection in building instructional confidence. The study recommends enhancing the design of practicums, mentorship, and reflective components in teacher education programs to effectively support the development of teaching self-efficacy in preservice teachers.