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Uses a general survey method with 917 grade-5 students (472 girls, 455 boys) from 10 middle schools in North-West Anatolia. Measures attitudes, teacher self-efficacy, and achievement using established scales. Analyzes results with frequency statistics, t test, one-way variance analysis (ANCOVA), and p\u003C0.05 significance. Finds leadership style does not significantly affect achievement or attitude, while classroom-management self-efficacy affects achievement; instructional behavior, classroom management, and student management self-efficacy affect attitudes.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-mathematics-teachers-self-efficacy-and-leadership-styles-on-students-mathematical-achievement-and-attitudes/592992/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-mathematics-teachers-self-efficacy-and-leadership-styles-on-students-mathematical-achievement-and-attitudes/592992.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research aim of the study?","Question",{"text":112,"@type":113},"To examine how middle school mathematics teachers’ self-efficacy and leadership styles affect students’ mathematical achievement and their attitude toward mathematics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data and variables collected in the study?",{"text":117,"@type":113},"The study used a general survey method with 917 grade-5 students and measured teacher self-efficacy, student attitude (Mathematics Attitude Scale), and mathematical achievement (Mathematics Achievement Test).",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about leadership styles?",{"text":121,"@type":113},"Whether teachers displayed low or high leadership styles had no significant effect on students’ mathematical achievement and their attitude toward mathematics.",{"name":123,"@type":110,"acceptedAnswer":124},"Which teacher self-efficacy dimensions influenced outcomes?",{"text":125,"@type":113},"Classroom management self-efficacy affected students’ mathematical achievement. 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In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semidemocratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p\u003C0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics.  \nKeywords: Mathematical achievement, attitude towards mathematics, Teachers’ SelfEfficacy, Leadership Styles of Teachers.  \nIntroduction  \nMathematics is one of the most important subjects students have to learn at school. Mathematics is a human activity, so the student must be a part ofit. Instead of memorizing some rules, students can learn mathematics in a social environment by constructing mathematical concepts and relations themselves. Mathematics includes quantity, structure, space, and change. While the place of mathematics in this changing world has moved out of itself today and affects school mathematics, this effect has also expanded in school mathematics, from science and technology to society and culture, and into daily life with personal health and finance.  \nApart from biological trends and knowledge structures, mathematics competence also depends on sociocultural influences (Cobb, 1994). One does not pass the mathematics knowledge passively from the environment just like other  \n􀀍Mathematics Teacher, Kastamonu University, Turkey.  \n†Associate Professor, Kastamonu University, Turkey.  \n[https://doi.org/10.30958/aje.8-3-1](https://doi.org/10.30958/aje.8-3-1) doi=10.30958/aje.8-3-1  \nforms of knowledge; constructs the teacher as a result of interactions with classmates and other individuals.  \nClosing the long existing achievement gap between students of high and low achievement in mathematics classes has been vital for the member countries of EU, as well as Turkey (Eurydice, 2011) . This existing need for mathematics knowledge and its usage has brought about other variables such as self-efficacy, self-regulation, demeanour etc., as a result of the advancements in learning theories (Schunk, 2009).  \nIt is also an important component of attitude towards mathematics in mathematics teaching studies. Attitude; It refers to a tendency that is attributed to a person and regularly creates his emotions, thoughts and behaviors related to an object (Kağıtçıbaşı, 1979).  \nStudents' attitudes towards mathematics are very important in ","cbCaifFBWxGVJa5S","https://ap.wps.com/l/cbCaifFBWxGVJa5S","pdf",586348,17,"English","# Introduction\n# Method and Data Analysis\n## Instruments and Variables\n## Statistical Procedures\n# Results\n## Leadership Style Effects\n## Self-Efficacy Effects on Achievement\n## Self-Efficacy Effects on Attitudes","[{\"question\":\"What is the main research aim of the study?\",\"answer\":\"To examine how middle school mathematics teachers’ self-efficacy and leadership styles affect students’ mathematical achievement and their attitude toward mathematics.\"},{\"question\":\"How were data and variables collected in the study?\",\"answer\":\"The study used a general survey method with 917 grade-5 students and measured teacher self-efficacy, student attitude (Mathematics Attitude Scale), and mathematical achievement (Mathematics Achievement Test).\"},{\"question\":\"What did the study find about leadership styles?\",\"answer\":\"Whether teachers displayed low or high leadership styles had no significant effect on students’ mathematical achievement and their attitude toward mathematics.\"},{\"question\":\"Which teacher self-efficacy dimensions influenced outcomes?\",\"answer\":\"Classroom management self-efficacy affected students’ mathematical achievement. Instructional behaviour, classroom management, and student management self-efficacy affected students’ attitudes toward mathematics, while student engagement self-efficacy did not have a significant effect on achievement.\"}]","The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes | PDF",1792076341,43]