This study explored teachers’ self-efficacy in teaching mathematics (SETM) as related to their teaching profile and pedagogical practices. Using data from 327 New Zealand primary teachers, a multilevel structural equation model was constructed and analyzed that looked at the relationships among SETM and effective pedagogical practice scales and included characteristics related to the teachers and their schools. No significant gender, year level, or school socioeconomic differences were found with teachers’ SETM. Experienced teachers had significantly higher SETM scores than their inexperienced colleagues. Teachers who were self-efficacious in their mathematics teaching reported pedagogical practices known to be effective in the mathematics classroom in contrast to their low self-efficacy colleagues.

本研究探讨了教师在数学教学中的自我效能感（SETM）与其教学概况和教学实践的关系。使用来自 327 名新西兰小学教师的数据，构建并分析了一个多级结构方程模型，该模型着眼于 SETM 与有效教学实践量表之间的关系，并包括与教师及其学校相关的特征。教师的 SETM 没有发现显着的性别、年级或学校社会经济差异。经验丰富的教师的 SETM 分数明显高于缺乏经验的同事。与自我效能感低的同事相比，在数学教学中自我效能感强的教师报告了在数学课堂上有效的教学实践。