An Investigation into the Perceptions of Mathematics and Information Literacy Self-Efficacy Levels of Pre-Service Primary Mathematics Teachers

The purpose of this study is to examine the relationship between perceptions of the selfefficacy
levels for both mathematics literacy and information literacy in pre-service primary
mathematics teachers and the factors on which the relationship depends (variables include gender,
class level, hours spent reading books and computer-access facilities). The research model is a
relational-survey model of the quantitative patterns. According to the results, it was determined
that there was a positive relationship between perceptions of the self-efficacy levels of mathematics
literacy and information literacy in pre-service teachers. Separately, it was ascertained that
mathematics literacy self-efficacy levels in pre-service teachers showed meaningful differences
according to variables such as class level and book-reading frequency/rate, whereas their
information literacy self-efficacy levels depended on variables such as gender and computer-access
status. According to these results, when considering the factors influencing literacy levels, it is seen
that the variables such as computer-access status and book-reading frequency/rate are significant
in terms of the pre-service teachers having these positive features. In addition, for future
researches it can be examine the relationship between perceptions of the self-efficacy levels for
both mathematics literacy and information literacy in in-service primary mathematics teachers and
the different factors on which the relationship depends.