تقويم الكفاية المعرفية لأساتذة التعليم الابتدائي في مادة الرياضيات وعلاقتها بمعتقدات الكفاية الذاتية لديهم
The study aimed to evaluate the cognitive competence of primary education teachers in mathematics, determine the level of self-efficacy beliefs they have, and determine the nature of the relationship between cognitive competence in mathematics and the self-efficacy beliefs of these teachers. To achieve the objectives of the study, the descriptive approach was adopted, and the study sample was drawn randomly. A simple sample of the original community, as the sample included (226) individuals; (64) professors, and (162) female teachers, in three (03) educational districts in the state of Al-Oued, namely: Al-Oued Province 1, Umayyad Ounsa Province, and Wadi Al-Alanda Province. For the purpose of collecting data, Building a cognitive proficiency test in mathematics; It consists of four (4) areas: numbers and arithmetic; (8) questions, space and geometry; (5) Questions, quantities and measurement; (3) Questions and organizing data; (5) Questions, and the self-efficacy beliefs scale of Chanin and Woolfolk (2001) was adopted, which was adapted to the Arab environment by Abu Tineh and Al-Khalayla (2011), and it consists of three dimensions: the student integration dimension, the teaching adequacy dimension, and the classroom management dimension, where each dimension includes On (8) items. The psychometric properties of the cognitive competency test were confirmed using the jMetrik program, and the factorial validity of the self-efficacy beliefs scale was calculated using the Amos23 program, while the study hypotheses were tested using the statistical package program SPSS25, where a one-sample t-test was used to calculate the significance of the difference between the mean Cognitive competence in mathematics and the hypothetical mean, and also to calculate the significance of the difference between the average self-efficacy beliefs and the hypothetical mean, and I use the Pearson correlation coefficient and the simple linear regression coefficient, to calculate the significance of the relationship between cognitive competence and self-efficacy beliefs, and to measure the difference in cognitive competence in mathematics according to gender and specialization after to control self-efficacy beliefs, the analysis of covariance method was used. The study found that the average cognitive competence of primary education teachers in mathematics is low. Their average self-efficacy beliefs are high. There is a significant positive relationship between cognitive competence in mathematics and teachers’ self-competence beliefs. The study also showed that there is no effect of gender on the cognitive competence of primary education teachers in mathematics after controlling for self-efficacy beliefs. There is no effect of specialization on the cognitive competence in mathematics among primary education teachers after controlling for self-efficacy beliefs. (Author’s abstract)