Linking Preservice Teachers' Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance.

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Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, background): “Drawing upon the inverse relationship between teacher anxiety and student achievement (Bates et al., 2011; Beilock et al., 2010; Gunderson et al., 2013), we reasoned that if teachers are anxious about spatial problem-solving, this might influence their successful implementation of spatial programs…”
The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers. (2012, result): “Personal mathematics teaching efficacy also was found to have a statistically significant positive relationship to mathematics self-efficacy, which also supports previous findings (Bates et al., 2011).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In addition to pedagogical and technological knowledge, subject-matter knowledge also appears to inform teachers’ self-efficacy, whether one is teaching at the early childhood (Bates et al. 2011), secondary (Chacon 2005; Swackhamer et al. 2009), or college level (Morris and Usher 2011).”