Exploring the Teachers Beliefs and Perceptions on Mathematics Teaching: Empirical Evidences from High Schools in Kampong Thom Province, Cambodia

Abstract

Teacher beliefs and self-efficacy play essential roles in shaping mathematics instruction and students’ learning experiences. However, limited evidence has explained how mathematics self-efficacy relates to mathematics teaching self-efficacy among Cambodian teachers. This study aimed to examine the relationship between these two forms of self-efficacy and teachers’ preferences for conceptual or procedural teaching approaches. A quantitative research design was employed involving 85 high school teachers who taught Grades 7–12 in Kampong Thom Province, Cambodia, selected through convenience sampling. Data were collected using the Mathematics Teaching and Mathematics Self-Efficacy (MTMSE) survey and analyzed using Cronbach’s alpha, Pearson product–moment correlation, and chi-square tests in SPSS. The MTMSE demonstrated excellent overall reliability, with a Cronbach’s alpha coefficient of 0.95, while the conceptual–procedural teaching subscale showed lower reliability, with a coefficient of 0.55. Teachers reported higher mathematics self-efficacy (M = 158.9) than mathematics teaching self-efficacy (M = 134.8). A strong and statistically significant correlation was found between the two variables (r = 0.77, p < 0.01). The relationship also tended to become stronger with increased teaching experience. These findings indicated that mathematical confidence supported instructional confidence, although mastery of mathematical content did not automatically ensure equivalent teaching confidence. Professional development should therefore integrate mathematical knowledge, pedagogical competence, and conceptual teaching strategies to strengthen mathematics instruction.