ISSN: 2226-6348
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This study aims to examine research trends and identify factors influencing mathematics teachers’ self-efficacy through a Systematic Literature Review (SLR) guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A comprehensive literature search was conducted using the Web of Science and Scopus databases, focusing on journal articles published between 2020 and 2025 related to teacher self-efficacy and mathematics teaching. A total of 20 empirical studies met the inclusion criteria and were systematically analysed. The findings indicate that research on mathematics teachers’ self-efficacy is predominantly quantitative in nature and conducted across both developing and developed countries, involving pre-service and in-service teachers. Drawing on Bandura’s Social Cognitive Theory, four major sources of self-efficacy were identified: mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states. Among these, mastery experiences emerged as the most dominant factor influencing mathematics teachers’ self-efficacy. Overall, this review provides a comprehensive overview of recent research patterns and highlights the importance of developing mathematics teachers’ self-efficacy holistically to enhance the effectiveness of mathematics teaching and learning.
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