The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors

Ahmet Oguz Akcay, Muhammed Serhat Semercioglu, Hasan Güllü

Abstract


Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.


Keywords


pre-service teachers; primary school; 21st-century skills; mathematical literacy; financial literacy

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References


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DOI: https://doi.org/10.53400/mimbar-sd.v9i1.41270

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